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 15
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： S: Are you a doctor?T: No. 1S: Are you a teacher?T: Yes. 2③(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? S: He is a driver. 3 T: What does she do? S: She is a doctor. 4 T: What does the man do? S: He is an office worker. 5(教师应提醒学生注意此句中an的用法并板书。) 16
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. 17
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。) S: He/She is a … 1 (转向
另一个学生)What does/do … do? S: He/She is a …/They are … 2 (转向下一个学生)What do/does … do? S: … 3… 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) 18
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, S? 1S: She is a teacher. 1 T: Where does she work, S? 2S: She works in a school. 2 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? S: They are farmers. 3 T: Where do they work? S: They work on a farm. 4(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, S? 5S: They are office workers. 5 T: Where do they work? S: They work in an office. 52. (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