【正文】 張名詞卡片。)T: Nice work!Now please look at these use these words to make sentences one by : T: me S: He often helps T: they S: They are T: she S: She is my …(換成學(xué)生持卡片，教師造句子，導(dǎo)入新句型。)What does he/she do? He/She is a : Do you want to know more jobs? Let’s e to the new lesson.(導(dǎo)入新課)Step 2 Presentation 第二步 呈現(xiàn)(時間:13分鐘)通過展示圖片、師生問答和分角色表演等形式，初步呈現(xiàn)新單詞及新句型。)driverT: Look at Picture does he do? Ss:He’s a farmer.(教師幫助學(xué)生回答。提醒學(xué)生注意an office worker。)T: Nice work!Boys and girls, we learnt so many jobs just you want to know Kangkang’s families and their jobs? Ss:: Please follow Maria, Jane, Michael to Kangkang’s home.(呈現(xiàn)1a的教學(xué)掛圖，向?qū)W生們介紹。)(板書并要求學(xué)生掌握。)7.(根據(jù)1a的教學(xué)掛圖，過渡到2a。)T: Please listen to the tape and answer the question: What do Kangkang’s parents do?(核對答案。)T: Read 2a in practice in groups of .(讓學(xué)生獨立完成2b。)T: Let’s play a guessing game.(1)(活動過程：)①(教師事先制作寫有職業(yè)名稱的卡片。學(xué)生若不能猜對，可以提問，但教師只能用Yes或No作答。雙方輪換角色，最后猜對次數(shù)多，準確率高的一組獲勝。然后各組交換圖片，進行對話練習(xí)。)T: Make a survey about your partner’s family after the example in fill out the table.’s Family Family member(家庭成員)Job(職業(yè))Mother Father ? 2.(根據(jù)表格信息，寫一篇小 短文對調(diào)查結(jié)果進行匯報。(2)準備一個硬紙板，剪成圓形的，直徑10cm，制成一個轉(zhuǎn)盤，下節(jié)課用。)T: Good morning/afternoon, to meet you : Glad to meet you, … T: Please have a : Thank .(將學(xué)生分為五人一組。1.(教師出示一位醫(yī)生在醫(yī)院的圖片。)Where does Kangkang’s father work? He works in a hospital.(教師解釋in a hospital表示地點，用where提問。)(板書并要求掌握。)(教師總結(jié)：一些動詞，如果在其后加er(或or)之后，就變成了名詞，名詞表示執(zhí)行這個動詞動作的人。)(導(dǎo)入1a。)T: Listen to the tape and practice 1a in 3 Consolidation 第三步 鞏固(時間:10分鐘)18通過對話、猜謎等形式，讓學(xué)生進一步掌握重點句型及生詞，完成1b和2。)T: Look at the do they do, S? 5S: They are office T: Where do they work? S: They work in an .(學(xué)生看1b，兩人一組依照范例操練對話，完成1b。)Step 4 Practice 第四步 練習(xí)(時間:12分鐘)通過聽錄音回答問題并填空，做調(diào)查等形式，繼續(xù)鞏固本課的重點語言項目，完成3和4。)2.(做調(diào)查，完成4。)T: Please look at the slide and plete the dialog.—Excuse me, could you please tell me your name? —Sure, my name is Da you? —My name is Li to meet you, Da Long.—Glad to meet you, too.—What do you do? —I’m a student.—What does your father do? —My father is a worker.—Where does he work? 19—He works in a factory.(畫線句子為學(xué)生要填寫的。)5.(以幻燈片形式呈現(xiàn)chant的內(nèi)容，教師領(lǐng)著學(xué)生有節(jié)奏地讀。完成5。Ⅰ.Teaching aims and demands 教學(xué)目標1.(1)Learn some words about family members and relatives: aunt, uncle, brother, grandparent, cousin, daughter, son(2)Learn other new words and a phrase: family, sofa, tree, family tree family members:(1)This is a photo of my family.(2)Who’s the young woman in yellow?(3)Who are they on the sofa?(4)I have a big family.Ⅱ.Teaching aids 教具 圖片/照片/教學(xué)掛圖/錄音機/小黑板/幻燈片 Ⅲ.Fivefinger Teaching Plan 五指教學(xué)方案Step 1 Review 第一步復(fù)習(xí)(時間:10分鐘)運用圖片和全家福照片，通過師生問答的形式，復(fù)習(xí)有關(guān)職業(yè)及工作場所的句型，并引入部分新單詞，導(dǎo)入新課。)(教師出示一個辦公室男職員的圖片，讓學(xué)生互相問答。然后要求學(xué)生掌握。)(板書并要求學(xué)生掌握。)(板書并要求學(xué)生掌握。)Step 2 Presentation 第二步呈現(xiàn)(時間:6分鐘)利用師生問答、聽錄音跟讀、分角色朗讀等形式，呈現(xiàn)師展示1a1a內(nèi)容，學(xué)習(xí)部分生詞。)sofa S: They are Kangkang’s T: Who is the little girl? S: She is Kangkang’s .(聽1a錄音，核對答案。1.(。)T: Listen and the pronunciation and .(學(xué)生分角色朗讀，完成1a。)T: This is a photo of Kangkang’s family.(板書)a photo of …(師生問答，允許有不符合原文的回答，為后面的聽力打基礎(chǔ)。)(板書并要求學(xué)生掌握。)(板書并要求學(xué)生掌握。)daughter, son 3.(猜人物關(guān)系，學(xué)生聽教師的描述，在教師的幫助下學(xué)習(xí)更多新詞匯。)T: Look at this ’s a photo of Michael’s family.(板書并要求學(xué)生掌握。)(教師出示一個醫(yī)生的圖片。(3)讓有全家福照片的同學(xué)下節(jié)課帶上，以備下節(jié)課使用。1.(教師可以用自制的寫有worker, farmer, student等職業(yè)名詞的轉(zhuǎn)盤向?qū)W生演示，轉(zhuǎn)動轉(zhuǎn)盤，當停住時，問一位同學(xué)，讓他/她回答。讓學(xué)生把職業(yè)和職業(yè)特征連接，復(fù)習(xí)職業(yè)類詞匯及相關(guān)句型。先在小組內(nèi)匯報，然后每個小組挑選一個代表向全班匯報。)T: Listen to the tape, and answer the following questions listen again and fill out the table in 3.(小黑板出示下列問題。)T: Practice in pairs according to the pictures in 1b after the I’ll ask several pairs to act out in the .(兩人一組做“問答猜謎”活動，教師示范，完成2。)T: Look at this does she do, S? 1S: She is a T: Where does she work, S? 2S: She works in a T: Well done!(教師接著用幻燈片呈現(xiàn)農(nóng)民干活的圖片。)T: Look at this man is a is a works in a hospital.(教師要求學(xué)生看圖復(fù)述，可以增加更多的內(nèi)容。例如：think(思考)——thinker(思想家)；speak(說，講)——speaker(演講者)；visit(參觀)——visitor(來訪者)等等。)(出示小黑板)work（工作）——worker（工人）farm（務(wù)農(nóng)）——farmer（農(nóng)民）drive（開車）——driver（司機）teach（教學(xué)）——teacher（教師）T: Look at the small blackboard and guess the meaning of“drive”.(先讓學(xué)生仔細觀察每組詞的變化，再觀察漢語意思，然后總結(jié)規(guī)律。)Boys and girls, look at this ’s the farmer? Ss: He’s on a farm.(教師幫助學(xué)生回答，并強調(diào)“在農(nóng)場”是“on a farm”。)work hospital in a hospital T: Where does Kangkang’s father work? Ss: He works in a hospital.(教師幫助學(xué)生回答。)T: Please work in groups of five and introduce your father or mother to your classmates in vote a student to report to 3.(運用圖片，做“問答接龍”活動，復(fù)習(xí)What do/does …do?)T: What does … do?(教師手持有某職業(yè)人員的圖片。Ⅰ.Teaching aims and demands 教學(xué)目標 some new words and a phrase:work, hospital, on, farm, on a farm, drive about jobs and workplaces:(1)—What does the man do?—He’s a doctor.(2)—Where does he work?—He works in a hospital.Ⅱ.Teaching aids 教具 圖片/教學(xué)掛圖/小黑板/錄音機/幻燈片/自制的轉(zhuǎn)盤 Ⅲ.Fivefinger Teaching Plan 五指教學(xué)方案 Step 1 Review 第一步 復(fù)習(xí)(時間:6分鐘)通過檢查家庭作業(yè)，問答接龍等形式，復(fù)習(xí)重點知識，導(dǎo)入新課。鼓勵學(xué)生在作業(yè)紙上畫一張父親(母親)的畫或貼一張父親(母親)的照片。1.(出示小黑板，學(xué)生兩人一組，運用3b中的例子，對同伴的家庭成員情況作調(diào)查，并填表格。)T: What does the man do? S: He is a T: What does she do? S: She is a T: What does the man do? S: He is an office (教師應(yīng)提醒學(xué)生注意此句中an的用法并板書。)(2)(有關(guān)說明：)①(每次提問次數(shù)和猜測次數(shù)應(yīng)有所限制，在規(guī)定次數(shù)內(nèi)仍未猜對，則可進行下一輪競猜。)②(活動前教師作一次示范：教師隨意抽取一張卡片(如teacher)，并根據(jù)卡片上寫的職業(yè)，做一個能代表該職業(yè)的動作(表演啞劇，假裝在黑板上寫字，或拿著書來回踱步等。)Step 4 Practice 第四步 練習(xí)(時間:8分鐘)通過“職業(yè)競猜”游戲、師生和生生問答等形式，使學(xué)生熟練掌握新單詞和新句型。)T: Listen to the tape again and fill in the blanks on the slide.—Kangkang, what does your do? —She is a.—And your father? —He is , what do your do? —They are office workers.(核對答案后分角色朗讀2a，然后四人一組操練。)mom—mother dad—father mother or father—parent mother and father—parents 15Step 3 Consolidation 第三步鞏固(時間:7分鐘)通過聽錄音回答問題、填空以及分角色朗讀、填寫表格等形式，使學(xué)生在運用中進一步掌握新單詞和新句型。)T: listen to the tape and read after attention to the pronunciation and .(教師設(shè)置一個場景At Kangkang’s home.)T: Suppose you are at Kangkang’s ’s roleplay.(教師和四個學(xué)生合作，示范表演1a對話，之后學(xué)生五人一組操練，教師巡回指導(dǎo)，挑兩組比較出色的上臺表演。)mother, kidT: What does Kangkang’s mother say to the kids? Ss: Glad to meet : Good!Then how do the kids reply? Ss: Glad to meet you, too.(板書，教學(xué)新單詞及新句型，并要求學(xué)生掌握。)T: Please listen to the tape and attention to the pronunciation and .(學(xué)生兩人一組，運用3a的圖片，練習(xí)Wha