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, S? 6S: I think she is a nurse. 64. (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。) 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? 19
—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: S: What do you do? 1S: I’m a(an) … 2S: Where do you work? 1S: I work … 2 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 20
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? S: He is a doctor. 1 T: Where does he work? S: He works in a hospital. 1(教师
出示一个女教师的图片。) (教师出示一个办公室男职员的图片，让学生互相问答。) 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 …? 21
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: S, do you have an uncle? 5S: Yes, I
do./No, I don’t. 5 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，呈现师展示
1a
1a内容，学习部分生词。 1. (教
1a
教学挂图，通过问答形式，学习新单词，理清中的
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: (手指沙发) Who are they on the sofa? (板书并要求学生掌握。) sofa S: They are
Kangkang’s grandparents. 5 T: Who is the little girl? S: She is Kangkang’s cousin. 62. (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 —— 22
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. S, please. 1 S: This is my … He/She is a(an) … He/She works … 1 S: There are three people in my family. They are my mother, father and I. My mother is a 2 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? S: He’s Kangkang’s father. 14. (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 23
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. Name Relation Age Job Workplace _ _ _’s Family _ _ _’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