【文章內容簡介】 揮，如： T: Is Jiao Jie39。s mother a police officer? S: No, she isn39。: What does Jiao Jie39。s mother do? S: She39。s a —組背靠背坐好，Listen, match and say部分的內容向組員進行提問，組員回答，如此進行比賽，看誰回答得又快又好。句型如：S1: What does Ge Nan39。s father do? S2: He39。s a police ，學生說出相應單詞，或教教師說單詞，學生指出相應的圖片。Step 4: Consolidation and extension 。板書設計:Unit 5 What does he do? factory worker postman businessman police officer Is your father a postman? No, he isn39。 does he do? He39。s a 5 What does he do？第三課時 B Let39。s try Let39。s talk一、教學目標（一）認知目標、說、讀、寫句子Where does he work? He works at does he go to work? He goes to work by 。，stay。39。s try部分的練習。（二）能力目標：培養(yǎng)學生的聽力能力和口頭表達能力。（三）情感目標：教育學生要有團結互助的意識。二、教學重難點（一）重點：掌握句子Where does he work? How does he go to work? 并能在情景中熟練運用。突破方法：情景對話，表演練習，突破難點。（二）難點：能運用四會句型與他人自如地交流。突破方法：反復操練，造句練習，突破難點。三、教學過程Step 1: Warmup ，教師給這名學生看—張職業(yè)單詞卡片，然后讓這名學生用動作表演該職業(yè)。其他學生根據(jù)這名學生所做的動作說出職業(yè)名稱。 do you get there?學生跟唱，教師將一張卡片傳給一個學生，得到卡片的學生把卡片傳給后面的學生，依次傳遞，歌曲結束時，翻卡片的學生用卡片上的單詞說一個句子，如：farmer。My father is a 2: Presentation Let39。s try 教師給學生一分鐘時間看問題，然后播放Let39。s try部分的錄音兩遍，核對答案。問題如下：What does Xiao Yu39。s uncle look like? Does Xiao Yu39。s uncle often take him to school? 再次播放錄音，學生逐句復述錄音內容。Let’s talk ，教師根據(jù)表格的內容說：I39。m a father is a teacher, mother is a does my father do? 教師引導學生說出所學的職業(yè)單詞，然后把father改成mother，引出She is a ：I work in our about your father? Where does he work? 引導學生說出所學的地點單詞，同時會用第三人稱轉述：He works in/at…教師板書并教讀句型：Where does he work? He works at/in…注意動詞的形式。教師緊接著說：I go to work on does my mother go to work? 引導學生根據(jù)表格中的內容回答：She goes to work by 39。s talk部分的錄音，先讓學生帶著如下問題靜聽兩遍錄音，畫出關鍵信息點。問題如下：Where does Mike39。s uncle work? How does he go to work? 遇到學生不懂的地方，如sea, stay等詞時教師進行講解。如教師拿出大海的圖片，問有沒有學生去看過大海，然后引導學生說出大海的單詞sea，并引導學生造句。如：The sea is very ，并引導學生造句，如：He works very hard and stays ，然后讓學生一邊聽錄音一邊跟讀句子，最后把學生分成兩人一組自由練習對話，請幾組學生表演對話。教師注意從語音、語調、動作神態(tài)等多方面進行評價。：Where does he work? He works at does he go to work? He goes to work by 3: Practice ，依次為：職業(yè)名稱卡片，工作地點卡片，交通方式卡片?；顒娱_始，教師隨意從第一堆卡片中抽取一張職業(yè)卡片，如：doctor，舉起卡片問：What does he do? 學生回答：He is a ，如：car pany，舉起卡片問：Where does he work? 學生說：He works in a car ，如：bus，舉起卡片問：How does he go to work? 學生回答：He goes to work by ，可以請幾名同學輪流代替教師抽卡片，提問題。，如：Where does your father/mother work? How does he/she go to work? 將回答記錄在自己的表格內。調查結束后，請幾名學生匯報調查結果，如：Li Ming’s father works in a goes to work by 4: Consolidation and extension 39。s talk部分的內容讀給家長聽。，學生仿寫。板書設計：Unit 5 What does he do? Where does he work? He works at does he go to work? He goes to work by 5 What does he do？第五課時 B Read and write Let39。s check Let39。s wrap it up一、教學目標（一）認知目標 and write部分的練習，并能理解、朗讀課文內容。39。s check和Let39。s wrap it up部分的練習。（二）能力目標：培養(yǎng)學生的閱讀能力和綜合能力。（三）情感目標：教育學生熱愛生活，善待身邊的每一個人。二、教學重難點（一）重點：能閱讀課文，正確完成相應練習。突破方法：采用合作閱讀，討論完成練習。（二）難點：能運用所學句型進行日常對話。突破方法：反復朗讀，對話表演，反復練習，突破難點。三、教學過程Step 1: Warmup ：T: What does your father/mother do? S: He/She is a/an … T: Where does your father/mother work? S: He/She works … T: How does your father/mother go to work? S: He/She goes to work...T: What are your hobbies? S: I like...T: What are you going to be? S: I want to be a/an...，討論并進行比較：How many different jobs are there in both lists? Step 2: Presentation Read and write ：What are you going to be? 學生自由回答。教師問：What39。s your hobby?學生自由回答。教師繼續(xù)問：What subject do you like best? 學生自由回答。教師根據(jù)學生的回答向學生提供相關的擇業(yè)建議，如： If you like Chinese, you can be a Chinese 。如：If you can type quickly, you can be a you like science, you can be a you like sports, you can be a coach, a sports reporter, or a PE you like singing, you can be a you like English, you can be an English teacher.…，閱讀Read and write部分的課文，每個組合作完成Read and write部分后面的Choose a title for the text和Fill in the table練習。要求在文中畫出回答問題的相關信息和不懂得單詞、句子。十分鐘后開展小組匯報，組與組之間針對不同意見的問題闡述自己的觀點。教師核對答案并答疑。 and write部分的錄音，學生一邊聽錄音一邊跟讀句子，然后分小組朗讀課文。 world Camp相關的圖片，與學生進行對話。T: At the Real World Camp, children can try to do different you want to go to the camp? Ss: : Good!Fill in this Real World Camp的表格，學生之間以問答形式進行練習。 for pronunciation部分的句子，看一看Zip說的話，猜—猜此部分的重點是什么。然后反復播放此部分錄音，學生一邊跟讀，一邊做手勢（可點頭或打拍子），注意停頓的模仿。請幾位學生上臺大聲朗讀，其他學生當小評委，提建議。Step 3: Practice Let39。s check 教師播放Let’s check部分的錄音，學生完成匹配練習，教師公布答案。再次播放錄音，回答后面的問題：What does Wei Fang39。s uncle do? Will the children go home together? Write three other 39。s wrap it up 教師引導學生自主完成練習，然后將學生分成兩人一組進行游戲“I didn39。t hear you.”如：S1: Bob works at : Sorry, I didn39。t hear does Bob work? S1: Bob works at ，看誰的反應快。Step 4: Consolidation and extension and write部分的錄音讀給家長或朋友聽。板書設計：Unit 5 What does he do? If you can type quickly, you can be a you like science, you can be a you like sports, you can be a coach, a sports reporter, or a PE you like singing, you can be a you like English, you can be an English 5 What does he do？第六課時 C Story time一、教學目標（一）認知目標 time的故事。 time中的故事。（二）能力目標：培養(yǎng)學生的閱讀理解能力和表演能力。（三）情感目標：教育學生要根據(jù)自己的愛好，樹立人生職業(yè)理想。二、教學重難點（一）重點：能夠理解故事。突破方法：采用拆分法，進行片段教學，突破重點。（二）難點：能自如表演故事。突破方法：教師示范，學生模仿，反復聽錄音，反復練習，分角色朗讀，創(chuàng)設真實情景突破難點。三、教學過程Step 1: Warmup do you want to do? ，學生搶答相應詞并拼讀或書寫在黑板上。復習完后，師生進行日常會話：T: What do you like? S: I like...T: You like…, then you can be a/an...S: I want to be a/an...… Step 2: Presentation Story time time部分的教學掛圖，學生觀看圖片，大致了解故事內容?？梢宰寣W生自己自由討論一下自己的愛好或自己以后的職業(yè)理想。然后教師播放錄音，讓子生聽一聽Zoom和Zip關于職業(yè)理想的小故事。，教師適時答疑。播放第二遍錄音時，教師讓學生帶著如下問題聽： ①Find out the jobs in the story.②What does zip want to be? Why? 播放第三遍錄音，問題如下：①Why doesn39。t Zip want to a lion tamer? ②Does Zip like puter games? 播放第四遍錄音時，問題如下： ①What are zip and zoom talking about? ②What does “You39。re nuts” mean? 教師將學生分成四人一組，聽完錄音后給學生幾分鐘討論問題，再請學生代表回答，組與組之間相互補充更正答案。 time部分的錄音，學生反復跟讀，模仿語音語調，感受故事情境。請一位英語基礎較好的學生和教師搭檔，示范朗讀故事。然后組與組之間分角色朗讀課文。Step 3: Practice 由小組長負責，每個小組設計關于職業(yè)理想討論的小對話，并進行排練，要求表演者盡力表演，組內其他成員給出建議，優(yōu)化故事及表演。然后每個小組上臺表 演，教師從多方面進行評價。教師將學生分成四人一組，聽完錄音后給學生幾分鐘討論問題，再請學生代表回答，組與組之間相互補充更正答案。Step 4: Consolidation and extension time部分的故事朗讀給家長聽。板書設計：Unit 5 What does he do? What other unusual jobs can you think of? What about a bee farmer? No, that’s not for a bee farmer will get you can be a puter game are nuts!