【正文】 那個學(xué)生上臺抽卡、表演和回答問題，下一個猜對者接著上臺抽卡，以此類推。 ) 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)。 ) 2. (教師出示各種職業(yè)人士的圖片和學(xué)生進(jìn)行對話練習(xí)，操練 What do/does … do?) T: What do you do? Ss: We’re students. (教師按照圖片依次問學(xué)生。 ) He is an office worker. 3. (教師把圖片分給各小組，小組內(nèi)每人輪流模仿老師提問其他學(xué)生，讓每一位學(xué)生都有機(jī)會說英語。 ) T: Please ask and answer in groups using these pictures. Step 5 Project 第五步 綜合探究活動 (時間 :7分鐘 ) 通過作調(diào)查、填表格和寫短文等形式，培養(yǎng)學(xué)生綜合運用本課目標(biāo)語言的能力。完成 3b。 ) T: Please report your partner’s family. 3. Homework: (1)學(xué)生采訪自己的爸爸或媽媽，然后寫一篇短文介紹他們工作的具體情況。下節(jié)課向全班宣讀。 板書設(shè)計： What does your mother do? Section A an office worker — What do you do? Glad to meet you. — I’m a(an)… Please have a seat. — What does… do? They are both office workers. — He/She is a (an)… Section B The main activity is 1a. 本課重點活動是 1a。 1. (師生應(yīng)用 Glad to meet ，全體起立。學(xué)生先在小 組內(nèi)宣讀上節(jié)課布置的家庭作業(yè)，然后各小組推選一名學(xué)生向全班宣讀。 ) S1: He/She is a … (轉(zhuǎn)向另一個學(xué)生 )What does/do … do? S2: He/She is a … /They are … (轉(zhuǎn)向下一個學(xué)生 )What do/does … do? S3: … … Step 2 Presentation 第二步 呈現(xiàn) (時間 :12分鐘 ) 運用圖片及教學(xué)掛圖，通過師生、生生問答的形式，引出并學(xué)習(xí)生詞及新句型。 ) T: Very good. Boys and girls, do you know what Kangkang’s father does? Ss: He’s a doctor. T: Yes, he’s a doctor. He works in a hospital. (板書并要求學(xué)生掌握。 ) (板書并要求學(xué)生掌握句型。 ) T: (出示一個農(nóng)民在農(nóng)場的圖片。注意介詞“ on”的使用。 ) on, farm, on a farm 2. (利用構(gòu)詞法教授新詞 drive，板書并要求學(xué)生掌 握。在小組內(nèi)討論、探究，達(dá)成一致意見后，各小組長向全班匯報。教師可以利用學(xué)過的動詞進(jìn)行補(bǔ)充，讓學(xué)生猜測其意。 ) (學(xué)生大聲朗讀教師板書的詞。 ) 3. (教師出示 1a 教學(xué)掛圖并談?wù)摗?) 4. (教師放 1a 錄音，學(xué)生跟讀，然后師生互動，先模仿，后操練。 1. (用幻燈片呈現(xiàn) 1b 中女教師上課的圖片。 ) T: Look at this picture. What do the men do? S3: They are farmers. T: Where do they work? S4: They work on a farm. (教 師用幻燈片呈現(xiàn)機(jī)關(guān)人員工作的圖片。然后找?guī)捉M學(xué)生到前面表演。 ) T: Let’s ask and answer to guess riddles. Example: T: My sister works in a hospital. But she isn’t a doctor. What does she do, S6? S6: I think she is a nurse. 4. (教師將 Section A， 3a 中的圖片呈現(xiàn)出來，依次和學(xué)生進(jìn)行問答練習(xí)。 ) 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。 ) T: Listen to the tape, and answer the following questions orally. Then listen again and fill out the table in 3. (小黑板出示下列問題。 ) 2. (做調(diào)查，完成 4。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: Please look at the slide and plete the dialog. — Excuse me, could you please tell me your name? — Sure, my name is Da Long. And you? — My name is Li Gang. Glad 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? — He works in a factory. (畫線句子為學(xué)生要填寫的。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。 ) 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。 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(dāng)停住時，問一位同學(xué)，讓他 /她回答。完成 5。 (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。 Ⅰ . Teaching aims and demands 教學(xué)目標(biāo) 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 2. Identify 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(jī) /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。 ) (教師出示一個醫(yī)生的圖片。 ) T: What does she do? S2: She is a teacher. T: Where does she work? S2: She works in a school. (教師出示一個辦公室男職員的圖片，讓學(xué)生互相問答。 ) T: Look at this photo. It’s a photo of Michael’s family. (板書并要求學(xué)生掌握。然后要求學(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。 ) (板書并要求學(xué)生掌握。 ) (板書并要求學(xué)生掌握。 ) (板書并要求學(xué)生掌握。 ) (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) 1a 內(nèi)容，學(xué)習(xí)部分生詞。 ) 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)。 ) sofa S5: They are Kangkang’s grandparents. T: Who is the little girl? S6: She is Kangkang’s cousin. 2. (聽 1a 錄音，核對答案。 ) T: Listen and repeat. Imitate the pronunciation and intonation. 4. (學(xué)生分角色朗讀，完成 1a。 1. (學(xué)生自讀 1a，并找出關(guān)鍵詞。 ) T: Read 1a by yourselves and find out the key words. Then act out the dialog according to the key words on the blackboard. (板書 ) a photo of —— woman in yellow —— woman in red —— man in a green Tshirt —— on the sofa —— big family 2. (學(xué)生再讀 1a。并互相核對答案。 ) T: Please show us photos of your family. Then introduce them to your classmates. S1, please. S1: This is my … He/She is a(an) … He/She works … S2: There are three people in my family. They are my mother, father and I. My mother is a teacher. … … (對于介紹流利，發(fā)音準(zhǔn)確的學(xué)生，給予表揚(yáng)。 ) Kangkang’s Family Tree T: This is Kangkang’s family tree. (板書并要求學(xué)生掌握。 ) T: Please plete Kangkang’s family tree according to 1a. Then check the answers together. 3. (讓學(xué)生參照康康的家譜，編對話。 ) T: Please make conversations after the example according to Kangkang’s family tree. Then practice in pairs. I’ll ask several pairs to act them out in the front. Example: T: Who’s the man in black? S1: He’s Kangkang’s father. 4. (教師用幻燈片展示一篇短文，學(xué)生讀后完成家譜，并核對答案。 ) 5. (讓學(xué)生畫自己家的家譜，并對家庭成員作簡