图片：doctor, cook, driver, farmer, nurse。 五种职业是学生们日常比较常见的，理解起来比较容易。这几个词汇在上一课时已经有所接触。本课时主要帮助学生深入理解这几种职业的意思，帮助学生认读、拼写这些单词。

Let’s play活动中提供了一个角色扮演的游戏，让学生使用肢体语言来展示某种职业，其他同学使用句式：What’s his/ her job? He’s a ...进行对话，猜出所扮演的职业。

词汇学习是句式学习的支撑，本课时的学习中要创设多种活动及情境，让学生在各种活动及情境交流中，反复操练、使用，达到完全掌握的目的。

课时目标

1. 能够听懂、会说、认读单词：doctor, cook, driver, farmer, nurse 2. 能够听懂、会说、认读句式：What’s your ...’s job? My ... is a ... 3. 能够正确地询问或回答家人的职业

课时重难点

1.重点：

能够听懂、会说、认读单: doctor, cook, driver, farmer, nurse 能够听懂、会说认读句式：hat’s your ...’s job? My ... is a ... 2. 难点：

能够正确地询问或回答家人的职业

教学准备

1. 多媒体课件、录音机、磁带

2. 职业单词图卡、学生准备家人照片

教学过程

Step 1 Warm up

1. 播放歌曲：Finger family. 学生先倾听，后跟唱。 Teacher：Let’s listen to a song. Listen carefully, please. Daddy finger, daddy finger, where are you? Here I am. Here I am. How do you do?

Mummy finger, Mummy finger, where are you? Here I am. Here I am. How do you do?

Brother finger, brother finger, where are you? Here I am. Here I am. How do you do? Sister finger, sister finger, where are you? Here I am. Here I am. How do you do? Baby finger, baby finger, where are you? Here I am. Here I am. How do you do?

Teacher: Now, please sing with me. And do the actions with me, please. Teacher: Let’s sing the song together.

设计意图：以歌曲热身可以快速吸引学生的注意力，营造良好的英语课堂氛围。这首歌既可以帮助学生复习家庭称呼类词汇，又为下一环节的学习做好了铺垫。 Step 2 Lead in

1. 请学生出示家人的照片，与其讨论有关家人的内容。 Teacher：Is this your father? What’s your father’s job?

Teacher: Is this your mother? Is this your aunt? What’s your aunt’s job?

....

设计意图：学生刚跟老师在歌曲中复习了家庭称呼类的词汇，在这个活动中，与他们针对家庭称呼开始进行自由对话。讨论家人之间的关系以及家人的职业，为下一环节的学习做好准备。 Step 3 Presentation

1.观察教材图片，讨论所看到的内容。

Teacher：Look at these pictures. What do they do? What are their jobs? What is this? A nurse. Is this a nurse? No, this is a doctor. What’s this? Let’s listen and find.

2. 播放课文录音，学生认真倾听，并尝试找出新单词的读音。讨论单词，帮助学生理解。

Teacher: What is his job? Yes, a driver.（板书单词） A driver can drive a car. A driver is a person who drivers a car. Let’s read it together, please. What about him? He is a cook. (板书单词) He can cook yummy food. Do you want to be a cook? Let’s read it together. What’s this? He is a farmer.（板书单词） A farmer works on a farm. He plant vegetables and corn. Read it together, please. And this is a – Yes, doctor. （板书单词）This is a nurse. （板书单词）They can do many things for you. They are helpful. Read after me, they are helpful.

设计意图：通过讨论，让学生对于新授知识先有直观的认识，再通过认真倾听，获取新单词的语音。

2. 再次播放课文录音，学生跟读。

Teacher：Listen to the tape again. Read after it. 设计意图：通过跟读获取新知识的准确读音。 Step 4 Practice

1. 游戏：我来指，你来说。老师指向黑板上的单词，请学生快速地读出单词。 Teacher：Let’s play a game. I point you say. I will point to the words on the blackboard, please say it as quickly as you can. Let’s find who is the fastest.

设计意图：此活动旨在帮助学生认读单词。将单词的字音与字形结合起来。 2. 出示单词图卡，请学生快速说出单词。

Teacher: Look at my cards. What is it? What is this?

设计意图：以此活动来帮助学生理解并说出本课重点单词。 3. 乱序呈现组成单词的字母，请学生猜出单词并拼写。

Teacher：Look at these letters. Please put them in order. What word is it? Yes, it’s the word nurse. Let’s try next one. What’s this?

设计意图：此活旨在帮助学生记忆单词的拼写。通过组合字母记住单词的字形。 4. 呈现不同职业的人物图片，请学生快速说出其职业。

Teacher：What’s his job? Yes, he is a doctor. What’s her job? Yes, she is a nurse. Teacher: Let’s do a pair work. I show you the picture. You ask and answer the job, please.

Teacher：Show me your talk, please.

设计意图：帮助学生将字义与字音统一起来，确保学生能够理解并说出单词。 5.完成Let’s play活动，请学生表演某一种职业，让其他学生猜出职业名称。

Teacher: Let’s play. Act and guess. Who wants to play? Come here, please. Look at my card and then act.

Teacher: What’s his job? What’s her job? Guess, please.

设计意图：通过表演让学生猜测出职业，一方面能帮助学生更加理解职业的特征，另一方面使学生更加熟悉职业类单词的语音、语义。

6. 小组活动，调查组内同学家人的职业。

Teacher：Let’s survey. Work in groups. Ask the member of your group. What’ s your father’s job? What’s your mother’s job? What’s your uncle’s job? ... Make a chart. Talk about it.

Teacher：Show me your survey, please.

设计意图：通过小组活动，让学生在进行调查时不断使用目标语言，达到熟练掌握的目的。

Step 5 Summary

1. 同时展示家人和职业类单词，请学生组成对话。

Teacher：I will show you the words of family and the words of jobs. Please make a talk with them. If I show mother and nurse, you please say: What’s your mother’s job? She is a nurse. Let’s play and show.

设计意图：通过这个游戏，使学生重温本课的重点单词与句式，起到总结、巩固的效果。

课堂作业

一、根据图片提示，选择正确的字母补全单词。 ( ) 1. doct___ A. or B. ar C. ur

( ) 2. c___k A. ao B. oo C. eo

( ) 3. driv__ A. ea B. ir C. er

( ) 4. f___mer A. or B. ur C. ar

( ) 5. n___se A. er B. ur C. ir

二、选出下列各项中不是一类的单词，将其序号填入题前括号内。 ( ) 1. A. father B. famer C. driver ( ) 2. A. dad B. cook C. mum ( ) 3. A. doctor B. nurse C. uncle ( ) 4. A. aunt B. cook C. driver 三、根据图片提示，选择正确的单词。 ( ) 1. –What’s your mother’s job? --She is a ___________.

A. doctor B. cook C. teacher ( ) 2. –What’s your father’s job? --He is a _________.

A. farmer B. nurse C. cook ( ) 3. –What’s your brother’s job? -- He is a _______.

A. football player B. farmer C. doctor 答案：

一、1. A 2. B 3. C 4.C 5. B 二、1.A 2. B 3. C 4. A 三、1. C 2. C 3. A

板书设计

Unit Six Meet my family

B. Let’s learn

driver nurse farmer cook doctor

What’s his job? He is a _______. What’s her job? She is a _______.

第六课时

课时内容

B. Read and write; Let’s check; Let’s sing. C. Story time

课时分析

本课时是在基本掌握本单元重点词汇和句型的基础上，进行的练习测试与故事阅读课。

Read and write部分包括两个活动，第一个活动为Read and tick or cross 学生要先读一读John介绍自己家人的短文，然后根据短文的内容来判断下面的四种职业与其家人是否相符。第二个活动为Look and write学生要看图写单词，完成句子。接下来介绍一下自己的家人的职业，并写出相应的单词，完成句子。

Let’s check部分也包括两个活动，Listen and tick中学生会听到四组对话，然后根据对话的内容判断哪幅图片是正确的。这个活动主要检验学生能否正确理解本单元的重点句式及对话。Look and match活动中呈现了六幅职业图片，中间给出了六个介绍自己家人职业的句子。这检验了学生能否正确认读、理解本单元的重点词汇。

Let’s sing的歌词内容为My family。呈现句式：What’s his job? He’s a driver. He is not a cook. 学生学唱歌曲的过程中会复习到本单元的重点词汇及重点句式。 Story time部分Zip邀请动物朋友们到自己家里来。朋友们发现了他们墙上的照片，纷纷询问他的家人及其家人的职业。在这个过程中，既复习展示了询问家人职业的句子，又复习展示了职业类单词。学生通过阅读故事来整合本单元的重要知识。

课时目标