仁爱英语七上TopicWhatdoesyourmotherdo篇 19页

Topic 2 What does your mother do?‎ Section A The main activities are ‎1a and ‎2a. 本课重点活动是‎1a和‎2a。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1.(1) Learn some words about jobs:‎ doctor, worker, driver, farmer, cook, nurse ‎(2) Learn some other new words and a phrase:‎ kid, glad, seat, have a seat, mother, father, parent, office ‎2. (1)Talk about jobs:‎ ‎①—What does your mother do?‎ ‎ —She is a teacher.‎ ‎②—What do your parents do?‎ ‎—They are both office workers.‎ ‎(2)Talk about greetings and introductions:‎ ‎①—Glad to meet you.‎ ‎ —Glad to meet you, too.‎ ‎②Maria, this is my mom.‎ Ⅱ. Teaching aids 教具 名词卡片/人称代词卡片/图片/教学挂图/录音机/幻灯片/小黑板 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟)‎ 通过做游戏和师生问答等形式，复习上个话题的重点知识，并导入新课。‎ ‎1. (问答游戏。复习Do you like …?句型及答语。)‎ ‎ (1)把学生分成六人一组，每组准备七、八张名词卡片。‎ ‎ (2)第一个学生先抽一张卡片，其他学生一起问：Do you like …?让这位学生用Yes, I like it a little/a lot/very much.或No, I don’t like it at all.来回答。‎ ‎ (3)小组内每个学生轮流问答一次后，游戏停止。‎ T: Boys and girls, let’s play a game: Ask and Guess.‎ ‎2. (教师出示人称代词卡片，让学生以“接龙”形式用教师呈现的人称代词造句。)‎ T: Nice work! Now please look at these cards. Please use these words to make sentences one by one.‎ Example:‎ T: me S1: He often helps me.‎ T: they S2: They are teachers.‎ T: she S3: She is my friend.‎ ‎…‎ ‎ (换成学生持卡片，教师造句子，导入新句型。)‎ S4: you ‎ T: What do you do? (教师讲解。)‎ ‎ Ss: We are students. (帮助学生回答。)‎ ‎ T: (指着一个男/女生) What does he/she do?‎ ‎ Ss: He/She is a student.‎ ‎ (板书学习新句型，并要求学生掌握。)‎ What does he/she do?‎ He/She is a student.‎ ‎ T: Do you want to know more jobs? Let’s come to the new lesson.(导入新课)‎ Step 2 Presentation 第二步 呈现(时间:13分钟)‎ 通过展示图片、师生问答和分角色表演等形式，初步呈现新单词及新句型。‎ ‎1. (出示‎3a图片，教授关于职业的新单词。)‎ ‎ T: Look at Picture 1. What does he do?‎ ‎ Ss: He’s a driver. (教师帮助学生回答。)‎ ‎ (板书并要求掌握。)‎ driver ‎ T: Look at Picture 2. What does he do?‎ ‎ Ss: He’s a farmer. (教师帮助学生回答。)‎ ‎ (板书并要求掌握。)‎ farmer ‎ (以同样的方式，出示图片，学习新单词cook, nurse, office, worker, doctor。并要求学生掌握。提醒学生注意an office worker。)‎ ‎2. (让学生听‎3a录音，跟读，并注意语音语调。)‎ ‎ T: Please listen to the tape and repeat. Pay attention to the pronunciation and intonation.‎ ‎3. (学生两人一组，运用‎3a的图片，练习What does he/she do? He/She is a/an …句型，完成‎3a。)‎ ‎ T: Please practice in pairs using the pictures in ‎3a. Then I’ll ask several pairs to act out in the front.‎ ‎4. (师生问答，自然过渡到‎1a的教学。)‎ ‎ T: Nice work! Boys and girls, we learnt so many jobs just now. Do you want to know Kangkang’s families and their jobs?‎ ‎ Ss: Yes.‎ ‎ T: Please follow Maria, Jane, Michael to Kangkang’s home.‎ ‎ (呈现‎1a的教学挂图，向学生们介绍。)‎ ‎ T: Look at this picture. This is Kangkang’s mother. The four kids are Maria, Jane, Michael and Kangkang.‎ ‎ (板书并要求学生掌握。)‎ mother, kid ‎ T: What does Kangkang’s mother say to the kids?‎ ‎ Ss: Glad to meet you.‎ ‎ T: Good! Then how do the kids reply?‎ ‎ Ss: Glad to meet you, too.‎ ‎ (板书，教学新单词及新句型，并要求学生掌握。)‎ glad ‎—Glad to meet you.‎ ‎—Glad to meet you, too.‎ ‎ T: These kids are standing at Kangkang’s home. Do you know how to say“就座”in English?‎ ‎ Ss: Have a seat. (教师帮助学生回答。)‎ ‎ (板书并要求学生掌握。)‎ seat, have a seat ‎5. (教师放‎1a录音，让学生跟读并注意语音语调。)‎ ‎ T: OK. Please listen to the tape and read after it. Pay attention to the pronunciation and ‎ intonation.‎ ‎6. (教师设置一个场景At Kangkang’s home.)‎ T: Suppose you are at Kangkang’s home. Let’s role-play.‎ ‎(教师和四个学生合作，示范表演‎1a对话，之后学生五人一组操练，教师巡回指导，挑两组比较出色的上台表演。完成1b。)‎ ‎7. (根据‎1a的教学挂图，过渡到‎2a。)‎ ‎ T: Look at the picture. Kangkang’s mother welcomes the kids at Kangkang’s home. What do Kangkang’s parents do? Do you want to know?‎ ‎(板书并讲授parent(s)的含义，引出father，要求学生掌握。)‎ mom—mother dad—father mother or father—parent mother and father—parents Step 3 Consolidation 第三步 巩固(时间:7分钟)‎ 通过听录音回答问题、填空以及分角色朗读、填写表格等形式，使学生在运用中进一步掌握新单词和新句型。‎ ‎1. (教师播放‎2a录音，要求学生根据录音回答问题。)‎ ‎ T: Please listen to the tape and answer the question: ‎ What do Kangkang’s parents do?‎ ‎ (核对答案。)‎ ‎2. (再放‎2a录音，要求学生根据录音填空，教师将听力问题用幻灯片呈现出来。)‎ ‎ 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 a . Michael, what do your do?‎ ‎ —They are office workers.‎ ‎(核对答案后分角色朗读‎2a，然后四人一组操练。完成‎2a。)‎ ‎ T: Read ‎2a in roles. Then practice in groups of four.‎ ‎3. (让学生独立完成2b。)‎ ‎ T: Read ‎2a again and fill out the table in 2b.‎ ‎ (核对答案。)‎ Step 4 Practice 第四步 练习(时间:8分钟)‎ 通过“职业竞猜”游戏、师生和生生问答等形式，使学生熟练掌握新单词和新句型。‎ ‎1. (做“职业竞猜”游戏，使学生在表演中熟悉职业名称。)‎ T: Let’s play a guessing game.‎ ‎(1)(活动过程：)‎ ‎①(教师事先制作写有职业名称的卡片。如：teacher, worker, doctor, cook, driver等。)‎ ‎②(活动前教师作一次示范：教师随意抽取一张卡片(如teacher)，并根据卡片上写的职业，做一个能代表该职业的动作(表演哑剧，假装在黑板上写字，或拿着书来回踱步等。)然后示意学生举手猜出该职业。学生若不能猜对，可以提问，但教师只能用Yes或No作答。)例如：‎ S1: Are you a doctor?‎ T: No.‎ S2: Are you a teacher?‎ T: Yes.‎ ‎③(学生猜对教师示范的职业后，教师退出活动，同时让猜对的那个学生上台抽卡、表演和回答问题，下一个猜对者接着上台抽卡，以此类推。)‎ ‎(2)(有关说明：)‎ ‎①(每次提问次数和猜测次数应有所限制，在规定次数内仍未猜对，则可进行下一轮竞猜。)‎ ‎②(本活动也可采用两组对抗形式，即一组派代表抽卡片表演，另一组猜职业。双方轮换角色，最后猜对次数多，准确率高的一组获胜。)‎ ‎2. (教师出示各种职业人士的图片和学生进行对话练习，操练What do/does … do?)‎ T: What do you do?‎ Ss: We’re students.‎ ‎(教师按照图片依次问学生。)‎ T: What does the man do?‎ S3: He is a driver.‎ T: What does she do?‎ S4: She is a doctor.‎ T: What does the man do?‎ S5: He is an office worker.‎ ‎(教师应提醒学生注意此句中an的用法并板书。)‎ He is an office worker.‎ ‎3. (教师把图片分给各小组，小组内每人轮流模仿老师提问其他学生，让每一位学生都有机会说英语。然后各组交换图片，进行对话练习。)‎ ‎ T: Please ask and answer in groups using these pictures.‎ Step 5 Project 第五步 综合探究活动(时间:7分钟)‎ 通过作调查、填表格和写短文等形式，培养学生综合运用本课目标语言的能力。‎ ‎1. (出示小黑板，学生两人一组，运用3b中的例子，对同伴的家庭成员情况作调查，并填表格。完成3b。)‎ ‎ T: Make a survey about your partner’s family after the example in 3b. Then fill out the table.‎ ‎×××’s Family Family member(家庭成员)‎ Job(职业)‎ Mother Father ‎…‎ ‎2. (根据表格信息，写一篇小短文对调查结果进行汇报。)‎ T: Please report your partner’s family.‎ ‎3. Homework:‎ ‎(1)学生采访自己的爸爸或妈妈，然后写一篇短文介绍他们工作的具体情况。鼓励学生在作业纸上画一张父亲(母亲)的画或贴一张父亲(母亲)的照片。下节课向全班宣读。‎ ‎(2)准备一个硬纸板，剪成圆形的，直径‎10cm，制成一个转盘，下节课用。‎ 板书设计： ‎ 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. 本课重点活动是‎1a。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. Learn some new words and a phrase:‎ work, hospital, on, farm, on a farm, drive ‎ ‎2. Talk 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 图片/教学挂图/小黑板/录音机/幻灯片/自制的转盘 Ⅲ. Five-finger Teaching Plan 五指教学方案 ‎ Step 1 Review 第一步 复习(时间:6分钟)‎ 通过检查家庭作业，问答接龙等形式，复习重点知识，导入新课。‎ ‎1. (师生应用Glad to meet you.相互问候，全体起立。)‎ T: Good morning/afternoon, class. Glad to meet you again.‎ Ss: Glad to meet you, too. Miss/Mr. …‎ T: Please have a seat.‎ Ss: Thank you.‎ ‎2. (将学生分为五人一组。学生先在小组内宣读上节课布置的家庭作业，然后各小组推选一名学生向全班宣读。)‎ ‎ T: Please work in groups of five and introduce your father or mother to your classmates in ‎ groups. Then vote a student to report to us.‎ ‎3. (运用图片，做“问答接龙”活动，复习What do/does … do?)‎ T: What does … do? (教师手持有某职业人员的图片。)‎ S1: He/She is a …‎ ‎ (转向另一个学生)What does/do … do?‎ S2: He/She is a …/They are …‎ ‎ (转向下一个学生)What do/does … do?‎ S3: …‎ ‎…‎ Step 2 Presentation 第二步 呈现(时间:12分钟)‎ 运用图片及教学挂图，通过师生、生生问答的形式，引出并学习生词及新句型。‎ ‎1.(教师出示一位医生在医院的图片。) ‎ 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.‎ ‎(板书并要求学生掌握。)‎ work hospital in a hospital T: Where does Kangkang’s father work?‎ Ss: He works in a hospital. (教师帮助学生回答。)‎ ‎(板书并要求学生掌握句型。)‎ Where does Kangkang’s father work?‎ He works in a hospital.‎ ‎(教师解释in a hospital表示地点，用where提问。)‎ T: (出示一个农民在农场的图片。) Boys and girls, look at this picture. Where’s the farmer?‎ Ss: He’s on a farm. (教师帮助学生回答，并强调“在农场”是“on a farm”。注意介词“on”的使用。)‎ ‎(板书并要求掌握。)‎ on, farm, on a farm ‎2. (利用构词法教授新词drive，板书并要求学生掌握。)‎ ‎ (出示小黑板)‎ work（工作）——worker（工人）‎ farm（务农）——farmer（农民）‎ drive（开车）——driver（司机）‎ teach（教学）——teacher（教师） ‎ ‎ T: Look at the small blackboard and guess the meaning of“drive”.‎ ‎(先让学生仔细观察每组词的变化，再观察汉语意思，然后总结规律。在小组内讨论、探究，达成一致意见后，各小组长向全班汇报。)‎ ‎ (教师总结：一些动词，如果在其后加er(或or)之后，就变成了名词，名词表示执行这个动词动作的人。教师可以利用学过的动词进行补充，让学生猜测其意。例如：think(思考)——thinker(思想家)；speak(说，讲) ——speaker(演讲者)；visit(参观) ——visitor(来访者)‎ 等等。)‎ ‎ (学生大声朗读教师板书的词。)‎ ‎(导入‎1a。)‎ ‎3. (教师出示‎1a教学挂图并谈论。)‎ T: Look at this picture. The man is a doctor. This is a hospital. He works in a hospital.‎ ‎(教师要求学生看图复述，可以增加更多的内容。)‎ ‎4. (教师放‎1a录音，学生跟读，然后师生互动，先模仿，后操练。)‎ T: Listen to the tape and repeat. Then practice ‎1a in pairs.‎ Step 3 Consolidation 第三步 巩固(时间:10分钟)‎ 通过对话、猜谜等形式，让学生进一步掌握重点句型及生词，完成1b和2。‎ ‎1. (用幻灯片呈现1b中女教师上课的图片。)‎ ‎ T: Look at this picture. What does she do, S1?‎ S1: She is a teacher.‎ T: Where does she work, S2?‎ S2: She works in a school.‎ T: Well done!‎ ‎ (教师接着用幻灯片呈现农民干活的图片。)‎ ‎ 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.‎ ‎(教师用幻灯片呈现机关人员工作的图片。)‎ T: Look at the picture. What do they do, S5?‎ S5: They are office workers.‎ T: Where do they work?‎ S5: They work in an office.‎ ‎2. (学生看1b，两人一组依照范例操练对话，完成1b。然后找几组学生到前面表演。)‎ T: Practice in pairs according to the pictures in 1b after the example. Then I’ll ask several pairs to act out in the front.‎ ‎3. (两人一组做“问答猜谜”活动，教师示范，完成2。)‎ 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. (教师将Section A，‎3a中的图片呈现出来，依次和学生进行问答练习。)‎ T: What does the boy do?‎ S7: He is a student.‎ T: What does that man do?‎ S8: He is an office worker.‎ T: Where does he work?‎ S9: He works in an office.‎ T: What does the girl do?‎ S10: She is a nurse.‎ T: Where does she work?‎ S11: She works in a hospital.‎ T: What does the man do?‎ S12: He is a driver.‎ T: Where does he work?‎ ‎…‎ ‎(然后鼓励学生在小组内自由问答，并表扬表现积极的小组。)‎ Step 4 Practice 第四步 练习(时间:12分钟)‎ 通过听录音回答问题并填空，做调查等形式，继续巩固本课的重点语言项目，完成3和4。‎ ‎1. (教师播放3录音，先让学生口头回答下列问题，然后再听录音填表格，完成3。)‎ T: Listen to the tape, and answer the following questions orally. Then listen again and fill out the table in 3.‎ ‎(小黑板出示下列问题。)‎ ‎(1)What do David and Paul do?‎ ‎(2)Is Lisa a driver? Where does she work?‎ ‎(3)Where does Danny work?‎ ‎(依次让五名学生回答问题并核对答案，核对3中表格的答案。)‎ ‎2. (做调查，完成4。每个学生至少要问三个学生，然后完成表格。先在小组内汇报，然后每个小组挑选一个代表向全班汇报。)‎ ‎ T: Make a survey. Ask your classmates about their parents’ jobs and workplaces. Then fill out the table in 4. First report in groups, then vote a student to report to the class.‎ ‎3. (教师利用幻灯片呈现下列内容，要求学生填写所缺的句子，补全对话。)‎ ‎ T: Please look at the slide and complete 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.‎ ‎(画线句子为学生要填写的。)‎ ‎4. (出示小黑板或幻灯片。让学生把职业和职业特征连接，复习职业类词汇及相关句型。)‎ 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(厨房)‎ teacher looks after patients(病人)‎ T: Please match the jobs with the workplaces.‎ Example:‎ doctor—works in the hospital ‎(核对答案。)‎ ‎5. (以幻灯片形式呈现chant的内容，教师领着学生有节奏地读。)‎ T: Let’s chant. Please read after me rhythmically.‎ Work, work, work, work People work every day Fathers work Mothers work Teachers work Nurses work Cooks work Farmers work Work at home Work at school Work everywhere Work, work, work, work Step 5 Project 第五步 综合探究活动(时间:5分钟)‎ 通过做游戏、写短文等形式，培养学生综合运用语言的能力。‎ ‎1. (教师可以用自制的写有worker, farmer, student等职业名词的转盘向学生演示，转动转盘，当停住时，问一位同学，让他/她回答。然后让学生拿出上次课外作业布置的自制转盘，一个学生问，另一个学生回答。完成5。)‎ T: Let’s play a game: Job Spinning. Now ask and answer in pairs after the example.‎ Example:‎ S1: What do you do?‎ S2: I’m a(an) …‎ S1: Where do you work?‎ S2: I work …‎ ‎2. Homework:‎ ‎(1)将所学过的表示职业类的名词制成卡片，然后两人一组操练What do/does … do?和 Where do/does … work?‎ ‎(2)写一篇介绍家庭成员职业的文章，词数在四十个左右。‎ ‎(3)让有全家福照片的同学下节课带上，以备下节课使用。‎ 板书设计：‎ What does your mother do?‎ Section B in 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 ‎1a. 本课重点活动是‎1a。‎ Ⅰ. Teaching aims and demands 教学目标 ‎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 图片/照片/教学挂图/录音机/小黑板/幻灯片 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟)‎ 运用图片和全家福照片，通过师生问答的形式，复习有关职业及工作场所的句型，并引入部分新单词，导入新课。‎ ‎1. (教师出示各种职业人物的图片，复习有关职业及工作场所的句型。)‎ ‎(教师出示一个医生的图片。)‎ T: What does he do?‎ S1: He is a doctor.‎ T: Where does he work?‎ S1: He works in a hospital.‎ ‎(教师出示一个女教师的图片。)‎ T: What does she do?‎ S2: She is a teacher.‎ T: Where does she work?‎ S2: She works in a school.‎ ‎(教师出示一个办公室男职员的图片，让学生互相问答。)‎ S3: What does the man do?‎ S4: He is an office worker.‎ S3: Where does he work?‎ S4: He works in an office.‎ ‎2. (出示一张四口之家的全家福，通过陈述人物关系引入新词汇。)‎ ‎ T: Look at this photo. It’s a photo of Michael’s family.‎ ‎ (板书并要求学生掌握。)‎ family ‎ T: (指着图片上的男孩) The boy is Michael.(指着图片上的女孩) The little girl is his sister, Jane. Michael is Jane’s brother.‎ ‎(板书，让学生猜其意。然后要求学生掌握。)‎ brother T: The man in black is Mr. Brown. He is Michael and Jane’s father. The woman in red is their mother. So Jane is the woman’s daughter and Michael is her son.‎ ‎(板书并要求学生掌握。)‎ daughter, son ‎ ‎3. (猜人物关系，学生听教师的描述，在教师的帮助下学习更多新词汇。)‎ T: Your father’s brother is your …?‎ Ss: Uncle.(帮助学生回答。)‎ ‎(板书并要求学生掌握。)‎ uncle ‎ T: Your mother’s brother is your …?‎ Ss: Uncle.‎ T: S5, do you have an uncle?‎ S5: Yes, I do./No, I don’t.‎ T: Your father’s sister is your …?‎ Ss: Aunt.(帮助学生回答。)‎ ‎(板书并要求学生掌握。)‎ aunt ‎ T: Your mother’s sister is your …?‎ Ss: Aunt.‎ T: Your aunt’s son is your …?‎ Ss: Cousin.(帮助学生回答。)‎ ‎(板书并要求学生掌握。)‎ cousin T: Your aunt’s daughter is your cousin, too. Here, cousin means“表姐妹”in Chinese.‎ T: Your parents’ parents are your …?‎ Ss: Grandparents.(帮助学生回答。)‎ ‎(板书并要求学生掌握。)‎ grandparents ‎(导入新课。)‎ Step 2 Presentation 第二步 呈现(时间:6分钟)‎ 利用师生问答、听录音跟读、分角色朗读等形式，呈现‎1a内容，学习部分生词。‎ ‎1. (教师展示‎1a教学挂图，通过问答形式，学习新单词，理清‎1a中的人物关系。)‎ T: This is a photo of Kangkang’s family.‎ ‎(板书)‎ a photo of …‎ ‎(师生问答，允许有不符合原文的回答，为后面的听力打基础。)‎ T: Who’s the young woman in yellow?‎ S1: She is Kangkang’s aunt.‎ T: Who’s the young man in green?‎ S2: He is Kangkang’s uncle.‎ T: Who’s the young woman in red?‎ S3: She is Kangkang’s mother.‎ T: Who’s the man in black?‎ S4: He is Kangkang’s father.‎ T: (手指沙发) Who are they on the sofa?‎ ‎(板书并要求学生掌握。)‎ sofa S5: They are Kangkang’s grandparents.‎ T: Who is the little girl?‎ S6: She is Kangkang’s cousin.‎ ‎2. (听‎1a录音，核对答案。)‎ ‎3. (再听‎1a录音并跟读，模仿语音语调。)‎ ‎ T: Listen and repeat. Imitate the pronunciation and intonation.‎ ‎4. (学生分角色朗读，完成‎1a。)‎ ‎ T: Read ‎1a in roles.‎ Step 3 Consolidation 第三步 巩固(时间:10分钟)‎ 通过找关键词、表演对话、展示全家福等形式，使学生在运用中掌握新知识。‎ ‎1. (学生自读‎1a，并找出关键词。教师板书关键词，让学生根据关键词表演‎1a对话。)‎ ‎ T: Read ‎1a by yourselves and find out the key words. Then act out the dialog according to the key words on the blackboard.‎ ‎ (板书)‎ a photo of —— woman in yellow —— woman in red —— man in a green T-shirt —— on the sofa —— big family ‎2. (学生再读‎1a。根据‎1a内容，完成1b。并互相核对答案。)‎ ‎ T: Please read ‎1a again. Then fill in the blanks in 1b according to ‎1a. Then check the answers together.‎ ‎3. (挑选几个学生，展示自己的全家福，并作简单介绍。)‎ ‎ 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. …‎ ‎…‎ ‎ (对于介绍流利，发音准确的学生，给予表扬。)‎ Step 4 Practice 第四步 练习(时间:12分钟)‎ ‎1. (教师出示画在小黑板上康康的家谱。)‎ Kangkang’s Family Tree T: This is Kangkang’s family tree.‎ ‎(板书并要求学生掌握。)‎ tree, family tree ‎ ‎2. (让学生参照‎1a内容，完成康康的家谱，核对答案，完成‎1c。)‎ ‎ T: Please complete Kangkang’s family tree according to ‎1a. Then check the answers together.‎ ‎3. (让学生参照康康的家谱，编对话。两人一组练习，然后找几组到讲台前表演。)‎ ‎ 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. (教师用幻灯片展示一篇短文，学生读后完成家谱，并核对答案。)‎ My name is Jack. I am a boy. I’m 12 years old. I’m a student. My father is a doctor. My mother is a teacher. My aunt and uncle are both office workers. They have a daughter. I have a little sister. My little sister is four years old. She is at home with my grandparents.‎ ‎ T: Nice work. Please read the passage on the slide, then complete the following family tree.‎ ‎ (板书)‎ ‎_ _ _’s Family Tree ‎ (核对答案。)‎ ‎5. (让学生画自己家的家谱，并对家庭成员作简短的批注，如：职业、年龄和工作地点等。)‎ ‎ T : Draw your own family tree and write some information about your family members, such as jobs, age and workplaces.‎ ‎6. (根据自己家的家谱和2中的提示性问题写一篇小短文，完成2。)‎ T: Write a short passage according to your own family tree and the questions in 2. I’ll ask several students to read your passages.‎ Example:‎ This is my family. My father is … years old. He is a/an … . He works in/on/at … . My mother is … years old. She is a/an … . She works in/on/at … . My aunt is … . My uncle is … . I ‎ am … years old. I am a … .‎ ‎ (教师挑选几个学生，让他们大声朗读自己的短文，并给予点评和鼓励。)‎ Step 5 Project 第五步 综合探究活动(时间:7分钟)‎ 通过chant、采访和填表格等探究活动，培养学生综合运用目标语言的能力。‎ ‎1. (播放录音，学生跟着chant。在吟唱中复习所学词汇，完成3。)‎ ‎ T: Listen to the tape and have a chant.‎ ‎2. (采访活动，让学生充当小记者采访同学，然后完成下表。出示小黑板。)‎ ‎ T: Suppose you are a journalist and interview your classmates about their family members. Then fill out the table on the small blackboard.‎ ‎_ _ _’s Family Name Relation Age Job Workplace ‎_ _ _’s Family ‎3. Homework:‎ 收集家人及亲戚的照片，用英语写一篇短文，简单描述他们的职业、工作单位、与你的关系等情况，并带到学校来，与同学们共享。‎ 板书设计：‎ What does your mother do?‎ Section C on the sofa This is a photo of …‎ family tree key words:‎ a photo of——woman in yellow——woman in red——man in a green T-shirt——on the sofa——big family Section D The main activities are 1, ‎2a and 5. 本课重点活动是1, ‎2a和5。‎ Ⅰ. Teaching aims and demands 教学目标 ‎1. (1) Learn the following phonetic symbols:‎ ‎/m/, /n/, /N/, /l/‎ ‎(2) Learn some new words and a phrase:‎ happy, teach, only, after, look after ‎2. Review Wh-Questions with what/where:‎ ‎(1)What do your parents do?‎ ‎(2)Where do you/they work?‎ ‎3. Learn the useful sentences:‎ ‎(1)I have a happy family.‎ ‎(2)My grandparents live with us and look after Rose at home.‎ ‎(3)Jack’s mother is in red.‎ Ⅱ. Teaching aids 教具 单词卡片/图片/录音机/幻灯片/录像设备/小黑板/奖品/投影 Ⅲ. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:15分钟)‎ 放录音，出示全家福，师生对话，复习有关职业的词汇及句型，引出新词汇，导入新课。‎ ‎1. (方案一)(播放含有职业性对话的录音片断，师生互动。)‎ T: Now, let’s listen to the tape, and answer my questions.‎ ‎(1)(播放医生询问病人病情的录音片断，可以是中文的。)‎ T: What does the man/woman do?‎ S1: He/She is a doctor.‎ ‎(2)(播放教师上英语课的录音片断。)‎ T: What does the man/woman do?‎ S2: He/She is a teacher.‎ T: He/She teaches English.‎ ‎(板书，教学新单词，并要求掌握。)‎ teacher —— teach ‎(3)(播放学生上课的录音片断。)‎ T: What do they do?‎ S3: They are students.‎ ‎(以同样的方式进行其他“听录音辨职业”训练。)‎ ‎(方案二)(看录像/幻灯片/投影/图片，找出具有职业特征的人物。)‎ ‎(教师让学生快速观看录像/幻灯片/投影/图片，然后提出问题。)‎ T: Who can you see?‎ S4: I can see a teacher.‎ S5: I can see a doctor.‎ S6: I can see a driver.‎ ‎…‎ ‎(直到没有学生补充为止，然后再现材料，让学生仔细观察，师生合作，共同找出所有职业性人物。)‎ ‎2. (看谁演得好:让学生上前表演各种职业的特征，可利用道具。)‎ ‎ T: Nice work! Now I’ll ask some students to act out different jobs and say what you do and where you work. S7, please.‎ S7: I am a … I work in a …(学生一边说一边做该职业的标志性动作。)‎ S8: I am a … I work in a …(像S7一样)‎ ‎(所有volunteers表演完毕后，师生一起评出“最佳演员”，并颁发奖品。如：英语本。)‎ ‎3. (教师出示一张自己家三代同堂的全家福，师生问答，引出新词汇。)‎ ‎ T: Boys and girls, please look at this photo of my family. This girl is my little daughter. Can you guess how old she is?‎ ‎ Ss: She is four years old. (学生猜测女儿的年龄。)‎ ‎ T: Yes. She is only four years old, and she is very cute.‎ ‎ (板书，教学新单词，并要求学生掌握only；了解cute。)‎ only, cute ‎ Ss: Yes.‎ ‎ T: Do you know who’s looking after my daughter now?‎ ‎ Ss: Her grandparents.‎ ‎ (板书，并要求掌握。)‎ after, look after ‎ T: You are right. I think I have a happy family.‎ ‎ (板书，学习新单词，并要求掌握。)‎ happy ‎ (导入1。)‎ Step 2 Presentation 第二步 呈现(时间:10分钟)‎ 运用卡片学习音标；听录音，做阅读理解，掌握目标语言。‎ ‎1. (出示1中的单词卡，让学生认读单词。)‎ ‎ T: Boys and girls, we all know this word, right? (手持family单词卡。) Now I’ll show you more word cards. Please read these words in turn.‎ ‎ (手持nurse单词卡)‎ ‎ S1: Nurse.‎ ‎ (手持apple单词卡)‎ ‎ S2: Apple.‎ ‎ (手持map单词卡)‎ ‎ S3: Map.‎ ‎ …‎ ‎ T: (出示mouse, monkey的单词卡。) Well done! Now please look at the two words. Can you read them? The old words can help you.‎ ‎ Ss: Mouse, monkey. (教师可帮助学生学会怎样用学过的单词拼读新单词。)‎ ‎2. (让学生把单词卡片归类。教学音标/m/, /n/, /N/, /l/.)‎ T: Good. You are very clever. Now please divide these words according to the pronunciation.‎ ‎ (板书)‎ ‎/m/ ‎ ‎/n/ ‎ ‎/N/ ‎ ‎/l/ ‎ ‎3. (播放1录音，并让学生跟读，直到读准确为止，完成1。)‎ ‎ T: Very good! Now please listen to the tape and repeat.‎ ‎4. (由自己家的全家福照片，导入‎2a。)‎ ‎ T: You know about my family. Today we have a new friend, Peter. Here is a photo of Peter’s family. After listening to the tape, you’ll know about his family. Do you want to know him?‎ ‎ (1)(让学生听‎2a，然后回答小黑板上所列的问题，师生核对答案。) ‎ ‎ T: Please listen to the tape. Then answer the following questions.‎ ‎1. How old is Peter?‎ ‎2. Where is he from?‎ ‎3. How old is his little sister?‎ ‎ (2)(再播放‎2a录音，完成在小黑板上绘制的如下表格，训练学生的听力。)‎ ‎ T: Listen to the tape again. And fill out the table on the small blackboard.‎ Family member Job Workplace Peter Father Mother Step 3 Consolidation 第三步 巩固(时间:6分钟)‎ 通过复述短文和人物访谈，使学生进一步巩固目标语言。‎ ‎1. (学生精读‎2a，完成2b，核对答案；并要求同桌之间进行对话。)‎ T: Read ‎2a again. Then answer the questions in 2b. Then check the answers with your deskmate.‎ ‎2. (板书关键词，让学生复述‎2a。)‎ ‎ T: Please retell the passage according to the key words on the blackboard.‎ Peter—come from—twelve—student—Beijing—father—doctor—hospital—mother—teacher—school—Rose—four—grandparents—look after ‎(学生如有困难，教师要及时给予帮助，对复述流畅、准确的学生给予鼓励。)‎ ‎3. (仿写短文，让学生把自己的家庭情况，用关键词概括，然后口述。)‎ ‎ T: Imitate the passage in ‎2a and retell the information about your family orally.‎ ‎4. (人物访谈：让两位学生表演，S1扮记者，S2扮外国明星。)‎ T: Let’s have an interview. Suppose S1 is a reporter, S2 is a famous foreign star. S1 interviews S2. OK, please!‎ S1: Welcome to China, Mr./Miss …‎ S2: Thank you.‎ S1: May I know your family?‎ S2: Sure.‎ S1: What does your father/mother do?‎ S2: My father/mother is a (an) …‎ S1: Do you like China?‎ S2: Yes. I like China very much.‎ S1: Thank you very much.‎ S2: You’re welcome.‎ ‎(让学生两人一组练习人物访谈对话。)‎ Step 4 Practice 第四步 练习(时间:8分钟)‎ 通过做游戏和做练习，使学生在运用中掌握目标语言，并训练学生的听力。‎ ‎1. (播放两遍3的录音，第一遍让学生了解大意，第二遍后判断正误，核对答案。)‎ ‎ T: Listen to the tape for the first time in order to learn about main ideas. Then listen again and mark True or False in 3. I’ll check the answers.‎ ‎2. (重放3录音，学生获取更多信息，并根据对话内容，复述Jack的家庭情况，完成3。)‎ ‎ T: Listen to the tape again, and try to get more information. Then retell Jack’s family according to the dialog.‎ ‎3. (做游戏：找朋友。课前把‎4a，4b 中的问句和答句写在卡片上，打乱顺序，让十六个学生抽取卡片，然后迅速找到与自己相对应的问句或答语，两人一组表演出来。)‎ ‎ T: Let’s play a game: Finding friends. Here are sixteen cards. I’ll ask sixteen students to draw the cards. Then find out their own questions or responses quickly and act out in the front.‎ ‎ Example:‎ ‎ Group 1‎ ‎ S1: What do your parents do?‎ ‎ S2: They are both office workers.‎ ‎ Group 2‎ ‎ S3: What do you do?‎ ‎ S4: I’m a student.‎ ‎ …‎ ‎4. (播放‎4a、4b录音，学生跟读，并注意语音语调。完成‎4a和4b。)‎ ‎ T: Listen to the tape and repeat. Pay attention to your pronunciation and intonation.‎ ‎5. (教师出示小黑板，学习并操练本单元的特殊疑问句。)‎ ‎ T: Let’s do some exercises. Please look at the small blackboard. Fill in the blanks, then check the answers together.‎ 对画线部分提问：‎ ‎(1) My parents are workers.‎ ‎ do your parents ?‎ ‎(2) I am a student.‎ ‎ do you ?‎ ‎(3) The man works on a farm.‎ ‎ the man work?‎ ‎(4) They work in a school.‎ ‎ they work?‎ ‎(核对答案。)‎ Step 5 Project 第五步 综合探究活动(时间:6分钟)‎ 通过画家谱，采访，填表格，写短文等形式，培养学生综合运用本话题语言知识的能力。‎ ‎1. (听叙述，画家谱。 老师让一个或几个学生介绍自己的家庭情况，其他学生根据叙述，画出家谱，看谁画得最正确。完成5（1）。)‎ ‎ T: Listen to the description of your partner’s family photo. Then draw his/her family tree. And we will decide who draws best.‎ ‎2. (人人都做小记者。学生两人一组相互采访，完成5(2)。)‎ ‎ T: Suppose you are a reporter, interview your partner about his/her family members. Then fill out the table in 5.‎ ‎3. Homework:‎ 让学生根据5(2)采集到的信息，写一篇介绍搭档家庭的小短文，完成5(3)。教师挑选几篇写得好的短文，粘贴在教室后面的《英语学习园地》栏。‎ 板书设计：‎ What does your mother do?‎ Section D live with us look after 1. /m/, /n/, /N/, /l/‎ in red 2. My grandparents live with us and look after Rose at home.‎ on the sofa 3. What do your parents do?‎ a photo of my family 4. What does the man do?‎