【正文】 rom? .(2)Does Jane speak English? , she doesn’, she don’t know.(3)Whose Chinese is poor? ’ boy’’s.(核對答案。)The girl’s name is es from speaks likes Chinese but her Chinese is Xiang can help her with her Chinese.(畫線部分是要填的詞)2.(利用幻燈片，呈現(xiàn)1a中一些關鍵詞，幫助學生學會從對話中提取重要信息，學會復述。)5.(做游戲。1.(做“問答接龍”游戲。)Step 5 Project 第五步 綜合探究活動(時間:7分鐘)通過編對話讓學生學以致用，通過詩歌吟唱活動培養(yǎng)學生學習興趣，使他們能積極主動地參與學習活動，提高合作意識和探究精神。教師請學生登臺表演上節(jié)課的家庭作業(yè)。)T: Can you say it in English? S:Yes, the Great Wall.(教師幫助回答。)(通過以上活動導入1a。)3.(分角色朗讀對話，進一步理解對話內容。)2.(教師把事先準備好的信封發(fā)給各小組，然后根據(jù)信封及信的內容兩人一組進行對話練習。)T: Please work in pairs to make a dialog according to the sentences on the then act it .(教師引導學生觀察3中的句子，并歸納句子的規(guī)律——當主語是第三人稱單數(shù)時，謂語動詞原形后加(e)s。接著，教師將學生分組，并為各小組命名，如先鋒隊、雄鷹隊、立志隊等，引發(fā)學生的興趣。以此類推，每位同學提問時要用到盒子里不同動詞，完成4。)a little, very much, a lot, not … at all T: Do you like English, S?S:Yes, I like it very T: Do you like Chinese?S:No, I don’t like it at T: Do you like English, S?S:No, I don’t like it at T: Do you like Chinese?S:Yes, I like it a T: Do you like English, S?S:No, I don’t like it at T: Do you like Chinese?S:Yes, I like it a T: Can you often help them study Chinese?(指向S和S。)4.(教師利用幻燈片將文中的關鍵詞展示出來，并簡要講解語言點。然后請幾組學生表演，掌聲鼓勵。1.(教師挑選含有人稱代詞主格和賓格的句子，板書并作簡單講解。)(1)(教師說“主格”，學生把所有人稱代詞的主格拿出來。)： 根據(jù)1a內容寫一篇短文介紹自己的朋友，題目是My friend，詞數(shù)在四十個左右。)dog T: Do you like a dog? S:Yes, I like dogs very T: Do you have a dog? S:Yes, I T: What is the name of your dog? S:Its name is (板書并解釋its與it’s的含義與寫法，要求學生掌握。模仿課文，練習寫作，培養(yǎng)學生的書面表達能力。教師板書。1.(教師將人稱代詞的主格和賓格利用幻燈片呈現(xiàn)出來。you—you。)4.(出示幻燈片，要求學生根據(jù)范例口頭做句型轉換。)Step 5 Project 第五步綜合探究活動(時間:7分鐘)組織 6.(“英語角”活動，做調查報告和命題作文，鍛煉學生綜合運用能力和探究能力，體現(xiàn)學以致用原則。復習Do you like …?句型及答語。)T:(指著一個男/女生)What does he/she do?Ss: He/She is a student.(板書學習新句型，并要求學生掌握。并要求學生掌握。)glad —Glad to meet you.—Glad to meet you, : These kids are standing at Kangkang’s you know how to say“就座”in English? Ss:Have a seat.(教師幫助學生回答。1.(教師播放2a錄音，要求學生根據(jù)錄音回答問題。1.(做“職業(yè)競猜”游戲，使學生在表演中熟悉職業(yè)名稱。)②(本活動也可采用兩組對抗形式，即一組派代表抽卡片表演，另一組猜職業(yè)。完成3b。1.(師生應用Glad to meet ，全體起立。)(板書并要求學生掌握句型。在小組內討論、探究，達成一致意見后，各小組長向全班匯報。)4.(教師放1a錄音，學生跟讀，然后師生互動，先模仿，后操練。)T: Let’s ask and answer to guess : T: My sister works in a she isn’t a does she do, S? 6S: I think she is a .(教師將Section A，3a中的圖片呈現(xiàn)出來，依次和學生進行問答練習。)T: Make a your classmates about their parents’ jobs and fill out the table in report in groups, then vote a student to report to the .(教師利用幻燈片呈現(xiàn)下列內容，要求學生填寫所缺的句子，補全對話。然后讓學生拿出上次課外作業(yè)布置的自制轉盤，一個學生問，另一個學生回答。)T: What does he do? S: He is a T: Where does he work? S: He works in a (教師出示一個女教師的圖片。)T:Your father’s brother is your …? 21Ss: Uncle.(幫助學生回答。)grandparents(導入新課。)T: Read 1a in 3 Consolidation 第三步 鞏固(時間:10分鐘)通過找關鍵詞、表演對話、展示全家福等形式，使學生在運用中掌握新知識。)T:(手指沙發(fā))Who are they on the sofa?(板書并要求學生掌握。)aunt T: Your mother’s sister is your …? Ss: : Your aunt’s son is your …? Ss: Cousin.(幫助學生回答。)familyT:(指著圖片上的男孩)The boy is Michael.(指著圖片上的女孩)The little girl is his sister, is Jane’sbrother.(板書，讓學生猜其意。板書設計： What does your mother do? Section B 20in a hospital —What do/does … do? on a farm —He/She is a(an)… /They are …/I am…in a school —Where does he/she work? in an office —He/She works …Section C The main activity is 。)farmer works in the hospital driver teaches at school cook works on the farm nurse drives a bus doctor works in an office office worker studies English student works in the kitchen(廚房)teacher looks after patients(病人)T: Please match the jobs with the : doctor—works in the hospital(核對答案。)(1)What do David and Paul do?(2)Is Lisa a driver? Where does she work?(3)Where does Danny work?(依次讓五名學生回答問題并核對答案，核對3中表格的答案。)T: Look at this do the men do? S: They are T: Where do they work? S: They work on a (教師用幻燈片呈現(xiàn)機關人員工作的圖片。)(學生大聲朗讀教師板書的詞。注意介詞“on”的使用。)S: He/She is a … 1(轉向另一個學生)What does/do … do? S: He/She is a …/They are … 2(轉向下一個學生)What do/does … do? S: … 3… Step 2 Presentation 第二步 呈現(xiàn)(時間:12分鐘)運用圖片及教學掛圖，通過師生、生生問答的形式，引出并學習生詞及新句型。下節(jié)課向全班宣讀。)16He is an office .(教師把圖片分給各小組，小組內每人輪流模仿老師提問其他學生，讓每一位學生都有機會說英語。)然后示意學生舉手猜出該職業(yè)。完成2a。完成1b。)T: Please practice in pairs using the pictures in I’ll ask several pairs to act out in the .(師生問答，自然過渡到1a的教學。)14(板書并要求掌握。T: Boys and girls, let’s play a game: Ask and .(教師出示人稱代詞卡片，讓學生以“接龍”形式用教師呈現(xiàn)的人稱代詞造句。完成4（1）。)12播放3b錄音，讓學生跟讀，然后教師用小黑板呈現(xiàn)下面的內容。核對答案。he—him。)4.(教師用小黑板呈現(xiàn)出含有/tr/, /dr/, /ts/和/dz/四個音素的單詞，檢驗學生的拼讀能力。)T: Now, please discuss your pets with your classmates and retell the result.(兩分鐘后挑幾個學生講述，鼓勵優(yōu)秀者。)(出示小黑板上的練習題。)T: Excuse me, could you please tell me your name? S: name is … 1 T: Do you e from Shandong? S:No, I don’ e from T: Who’s the letter from?(學生手里有一封信。)②(“第三人稱主格和賓格”，手拿第三人稱主格和賓格的就出列。)3.(學生兩人一組朗讀2中對話。組內其他同學用前一個同學說出的詞組各說一個相應的句子。1.(播放3a錄音，讓學生聽，然后操練喜歡和不喜歡的問句及其答語。)Step 2 Presentation 第二步呈現(xiàn)(時間:10分鐘)通過聽、說、讀等形式多樣的活動，培養(yǎng)學生口頭交際能力、閱讀能力及觀察、分析問題的能力。Ⅰ.Teaching aims and demands 教學目標 some new words and phrases: many, lot, a lot, all, not … at all, so, study, each other, little, a little, them, very, much, very much personal on learning some questions and answers with do/ preferences:(1)—Do you like …?—Yes, I like it a little/very much/a lot.—No, I don’t like it at all.(2)—Does he/she like …? —Yes, he/she likes it a little/very much/a lot.—No, he/she doesn’t like it at all.Ⅱ.Teaching aids 教具 錄音機/幻燈片/小黑板/實物或圖片/學生自制卡片 Ⅲ.Fivefinger Teaching Plan 五指教學方案 Step 1 Review 第一步 復習(時間:10分鐘)通過調查學生對英語和語文的喜歡程度，引出本課新單詞，培養(yǎng)學生的語言表達能力。各組選出小組發(fā)言人進行匯報，其他各組學生均可補充發(fā)言。)Step 5 Project 第五步 綜合探究活動(時間:10分鐘)通過練習動詞第三人稱單數(shù)的讀音規(guī)則及其一般疑問句的問答，培養(yǎng)學生觀察探究能力。要求運用以下幻燈片中的句型。學生獨自完成1b，然后同桌分角色表演1b對話。)(教師播放1a錄音，讓學生聽并回答Who is the letter from?)Who is the letter from?(核對答案。)T: Do you like the Great Wall? S:Yes, I T: Do you want to visit the Great Wall? S:Yes, I (板書并要求學生掌握。)T: Where do you e from, S? 3S:I e from T: Do you speak Chinese? S:Yes, I (學生兩人一組互相問答。教師打節(jié)拍，或者放錄音，讓學生有節(jié)奏地跟讀。)T: Do you like pets?(板書并要求學生掌握。)(方案二)(五個人一小組練習。教師先做示范，然后各小組操練。)(1)Could you please …?(2)Sure.(3)Do you like English?(4)Yes, I do./ No, I don’t.(5)Could you help me with my …?(6)No problem.(教師巡回作指導，然后挑出表現(xiàn)比較好的一組登臺表演。)Step 2 Presentation 第二步呈現(xiàn)(時間:8分鐘)通過聽力、