人教版PEP六年级英语上册教案：Unit 5 What does he do
Unit 5 What does he do?
教材分析
本单元学习的主题是人物职业和生活情况。教学内容主要是通过家长日Oliver和Sarah谈论各自父母工作的情景以及Mike和Xiao Yu在回家路上谈自己家人工作和生活的场景来展开的。教学重点是能听、说、读、写核心句型“—What does he/she do? —He/ She is…”“—Where does he/she work? —He/ She works…”“—How does he/she go to work? —He/ She goes to work…”；能听、说、读、写单词和词组：factory worker, postman, businessman, police officer, fisherman, scientist, pilot, coach
教学目标知识与能力目标:
·能够听、说、读、写句型“—What does he do? —He is a businessman.”“—Where does he work?
—He works at sea.”“—How does he go to work? —He goes to work by bike.”
·能够在情景中运用句型“—What does he/she do? —He/ She is…”“—Where does he/she work?
—He /She works…”“—How does he/she go to work? —He/ She goes to work…”谈论人物的职业和生活情况
·能够在图片的帮助下正确理解并按照正确的意群及语音、语调朗读关于爱好及职业的语篇，能运用本单元所学核心句型口头描述自己的爱好和喜欢的职业，同时能仿照范例完成信息表·能够听、说、读、写单词和词组：factory worker, postman, businessman, police officer, fisherman, scientist, pilot, coach
·能够正确使用上述单词和词组谈论和描述人物的职业和生活情况
·知道逗号是英语句子中停顿的标志
情感态度?文化意识?学习策略目标:
·了解橙色多用于各国紧急救援的衣服和设备上，如：救生衣、救生艇、消防员衣服、工程抢险车等
·能够从不同视角认识职业，明白能从事某些职业应具备的条件，构思自己的职业梦想
·能够通过看图捕捉关键信息，并根据提示做出听前预测
·能够通读文段获取主旨大意，并能据此选择合适的标题
课时安排第一课时：Part A Let’s try & Let’s talk
第二课时：Part A Let’s learn & Listen, match and say
第三课时：Part B Let’s try & Let’s talk
第四课时：Part B Let’s learn & Write and discuss
第五课时：Part B Read and write
第六课时：Part B Let’s check & Let’s wrap it up & Part C Story time
The first period(第一课时)
Part A Let’s try & Let’s talk
?教学内容与目标
课时教学内容课时教学目标
Let’s try·能够读懂题目要求，学会听前预测听力的重点内容
·能够运用基本听力技巧完成Let’s try板块的听力任务
Let’s talk ·能够通过观察、谈论Let’s talk板块的图片，在图片、PPT和老师的帮助下理解对话大意，并回答对话后面的问题
·通过听录音，学会按照正确的意群及语音、语调朗读对话，并能在小组中进行角色表演·能够在情景中运用句型“—What does he/she do?—He/ She is…”谈论人物的职业
·能够在情景中运用第三人称单数的特殊疑问句
·在语境中借助图片等帮助理解“country, head teacher”的意思，并能正确发音
?
能够在情景中运用句型“—What does he/ she do?—He/ She is…”谈论人物的职业。?教学难点
能够在情景中运用第三人称单数的特殊疑问句。
?教学准备
1. 预习本课时的相关内容。
2. PPT课件、课文录音、视频和教学卡片等。
?教学过程
Step 1: Warm-up & Lead-in
1. Greetings.
2. Revision—Brainstorm.
Show some pictures of different jobs on the PPT. Help students review the words of the jobs.（课件出示：一些不同职业的图片及其职业词汇，如：driver, doctor, cook, farmer, basketball player, dancer, singer 等，最后在中间呈现“jobs”）
3. Lead-in.
T: My father is a teacher. My mother is a nurse. What about your father and mother?
Ss: My father is a/an…
T: In this unit, we’re going to talk about “jobs”. We’ll learn how to ask and answer about jobs.
Write down the topic “What does he do?” on the blackboard.
T: Today is Parents’ Day. Our friends’ parents will come to school to meet the teachers. Who will come? Can you guess? Teaching purpose
PPT出示不同职业的相关图片，借用“头脑风暴”帮助学生唤醒旧知，激发学生的学习兴趣，为后面的学习做好铺垫。
Ss: …
Step 2: Presentation
1. Listen and circle.
(1) Show the part of “Let’s try”to students. Students read the question by themselves.（课件出示：教材P48 Let’s try板块的内容）T: Listen to the recording. Please pay attention to the bold words. Who will come?
(2) Play the recording.（课件出示：教材P48 Let’s try板块的音频）
Students listen to the recording and try to answer the question.
(3) Play the recording again and ask students to circle the answers in the book.（出示课件）Then check the answers.
T: What does Sarah’s father do? Is he a doctor, a teacher or a taxi driver?
Ss: He’s a doctor.
2. Look and predict.
Show the pictures of “Let’s talk”to students. Let students look at the pictures carefully. Ask some questions to lead them to predict the main idea of the dialogue.（课件出示：教材P48 Let’s talk板块的图片）Questions: ①Who are they?/ ②Who are they talking about?/ ③Is it Parents’ Day today? Who will come? Oliver’s father or his mother, or both？/…
3. Watch and answer.
Show the questions on the PPT. Let students watch the cartoon and try to answer the questions.（课件出示：教材P47 Let’s talk板块的视频及下列问题）
Q1: Who are they talking about?（They are talking about Oliver’s father and mother.）
Q2: Who will come?（Oliver’s mother will come.）
T: Yes. Oliver’s mother will come today. And how about Oliver’s father?
S1:Oliver’s father can’t come.
T: Why?
S2: Because Oliver’s father is in Australia now.
4. Read and answer.
Students read the dialogue and try to answer the questions.（课件出示：下列问题）
Q3: What does Oliver’s father do?
Q4: What does Oliver’s mother do?
T: What does Oliver’s father do?
S1:He’s a businessman.
Teaching purpose
逐步帮助学生读懂题目要求，引导学生学会在听录音之前预测听力的重点内容。
Teaching purpose
通过问题引导学生观察并讨论图片，借助图片预测教学内容，培养学生的观察能力和逻辑推理能力。通过图片内容激活已有知识，并提取与文本有关的知识，进入文本话题。
Teaching purpose
引导学生带着问题观看文本动画，整体感知文本，获取有用信息。
Teaching purpose
引导学生带着问题再读文本，进一步感知文本，获取有用信息。并引导学生跟随文本学习新的单词、词组和句型。
T: Yes. He’s a businessman. He sales things. He often goes to other countries. Maybe Japan, the USA, …
Help students understand the words “businessman, country”. Teach the words. Students learn to read.
T: What does Oliver’s mother do?
S2: She’s a teacher.
T: Yes! She’s a head teacher. In our school, Mr…/Mrs…is our head teacher.
Teach the phrase “head teacher”. Students learn to read.
T: Do you want to be a head teacher? (Ask several students. Help them to answer.)
S3: Yes. I want to be a head teacher. / No, I want to be a/an…
T: What does Oliver’s father do? What does Oliver’s mother do? How does Sarah ask? How does Oliver answer?
Write down the sentence structures “—What does he/she do? —He/ She is…” on the blackboard.
Students practice in pairs.
5. Read and act.
(1)Students read after the recording. Pay attention to the pronunciation and the intonation.（出示课件）
(2)Let students practice the dialogue in groups. Then act out.
(3)Make a new dialogue.
Step 3: Practice
1. Choose and say.
Show some word cards（writer, cleaner, taxi driver, singer, dancer, football player）to students. Students read the words one by one.
Then let some students choose one card each time. And ask them to use the sentences to describe it. For example, “I like writing stories for children.” The boys ask, “What does he/she do?” The girls answer,
“He/She is a writer.” Then exchange.
2. Pair work.
(1) Show some pictures of famous people on the PPT. （课件出示：几张名人图片，如莫言，贝克汉姆，那英，马云……）
(2) Make a model.
Point to the picture of “Mo Yan” and ask one student.
T: What does he do?
S1: He is a writer.
T: Do you want to be a writer, too?
S1: Yes, I want to be a writer. / No, I want to be a/an…
(3) Students practice in pairs.
(4) Show time. Teaching purpose
通过让学生听录音跟读，引导他们按照正确的意群及语音、语调朗读对话，并能在小组中进行角色表演。
Teaching purpose
借助PPT给学生呈现一些人物和职业，帮助学生操练新句型。
Ask several students to show to the class. The other students listen
and make evaluations to them.
Step 4: Consolidation & Extension
“Make a survey”
1. Create a situation.
T: Oliver’s father is a businessman. His mother is a head teacher. There are some other jobs. Let’s see.
Show some pictures on the PPT.（课件出示：教材P48 Let’s try板块下方的职业图片）Lead students to review the words of the jobs.
T: My father is a teacher. My mother is a nurse. What does your father or mother do? What does your classmates’ father or mother do? Let’s make a survey.
2. Make a demonstration.
Show a chart to the class.
S1:He is a…
T: What does your mother do?
S1:She’s a…
Write down the answers in the chart.
3. Work in groups.
Ask students to work in groups of four as the demonstration and finish the chart.
4. Make a report.
Students show the chart to the class and make a report with the structure “My father is a teacher. My mother is a nurse. …’s father is
a/an… Her/ His mother is a/an…”
The other students listen and make evaluations to them.
?板书设计Teaching purpose
通过创设自然真实的情境，让学生在情境中合理运用所学语言询问他人的职业并作简单的汇报，培养学生的语言综合运用能力。
?作业设计
1. Practice the dialogue.
2. Do the exercises.
?教学反思
1. 整个教学设计流程清晰，很好地达成了课程教学目标。
2. 逐步帮助学生读懂题目要求，引导学生学会听前预测听力的重点内容。
3. 在情境中理解，在活动中运用，突出语用功能。通过创设合理情景，帮助学生在情景中真实自然地使用所学语言，突出教学重点。
4. 在教学中适当引入一些当代名人信息，既调动了学生的积极性，又让学生了解到了许多课堂以外的信息，跟时代接轨。
?Teaching Contents & Teaching Aims
Let’s try
·Be able to predict the main content of listening part.
·Be able to use basic listening skills to complete the listening tasks.
Let’s talk
·Be able to understand the main idea of the dialogue by observing and talking about the pictures and answer the questions below the dialogue.
·Be able to read the dialogue correctly, fluently and emotionally and act it out in groups.
·Be able to use the sentence structures“—What does he/she do?—He/ She is…”to talk about people’s jobs properly.
·Be able to use the third person singular special questions in situations.
·Be able to understand and read the new word and phrase“country, head teacher”correctly.
?Teaching Priorities
·Be able to understand and use the key sentence structures “—What does he/she do? —He/ She is…” properly.
?Teaching Difficulties
Be able to use the third person singular special questions in situations. ?Teaching Procedures
（续表）
The second period（第二课时）
Part A Let’s learn & Listen, match and say
?教学内容与目标
课时教学内容课时教学目标
Let’s learn
·通过图片、课件等，结合教材中张鹏和Oliver在职业体验日谈论自己父母工作的情景学
会听、说、读、写有关职业的单词及词组：factory worker, postman, businessman, police officer ·能够熟练运用上述单词及词组，并通过多种活动运用句型“What does he/she do?”来谈论
职业
Listen, match and
say
·能够在教师的帮助下听录音，获取相关信息并完成听后连线任务
·能够根据完成的连线内容就四人父母的职业进行问答练习
?教学重点
能够听、说、读、写并熟练运用下列有关职业的单词及词组：factory worker, postman,
businessman, police officer。
?教学难点
用所学词汇及句型来谈论他人职业。
?教学准备
1. 预习本课时的相关内容。
2. PPT课件、课文音频、视频、教学卡片等。
?教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Revision.
Show some pictures of the jobs on the PPT. Help students review
the words of the jobs.（课件出示：一些与职业相关的人物图片，如：
driver, cleaner, writer, singer, farmer, dancer, basketball player等）
T: There are some jobs around us. Let’s see. What does he/she do?/
What do they do?
Ss: He/ She is a…/ They’re…
3. Lead-in.
T: What other jobs do you know?
Ss: Teacher, doctor, nurse…
T: Cool! There are lots of jobs around us. What do you want to be?
S1: I want to be a doctor.
Teaching purpose
借用PPT出示相关职业
的图片，帮助学生复习与职
业相关的词汇，激发学生的
学习兴趣，为后面的学习做
好铺垫。
…
T: Today is Career Day. What career will you act? First let’s learn some more jobs. They’re so cool! Let’s go!
Step 2: Presentation
1. Look and learn.
Present the pictures of “Let’s learn” on the PPT. （课件出示：教材P49 Let’s learn板块的四幅图片）Lead students to learn the new word “businessman”.
T:It’s Career Day. Zhang Peng and Oliver are talking about their fathers in fro nt of the display. What does Oliver’s father do? Do you remember? Please circle the right picture.
Students look at the pictures carefully and find the right picture.
Write down “business + man=businessman” on the blackboard. Use the picture and the recording to teach the word.（出示课件）Point to Picture 3 and lead students to practice the word like this:
A: What does he do?
B: He’s a businessman.
Show a picture of a businesswoman on the PPT.（课件出示：一个女商人图片）
T:She’s a woman. What does she do? Can you guess?
Lead students to say the word “businesswoman”. Show the word on the PPT.（出示课件）
Show two pictures on the PPT.（课件出示：一个男商人和一个女商人图片）
Point to the pictures and practice the words like this:
A: What does he/ she do?
B: He’s/ She’s a businessman/businesswoman.
2. Le arn the new word “postman”.
T: There is another man in the pictures. Can you find? What does he do?
Students look at the pictures carefully and find the right picture.
T: Yes, he’s a postman. He works in a post office.
Write down “post+ man=postman” on the blackboard. Teach the new word.（出示课件）
Ask students to read the word one by one.
Point to the picture to practice the word like this:
A: What does he do?
B: He’s a postman.
Teach the word “postwoman” with the picture and the recording. （课件出示：postwoman的相关内容）
Teaching purpose
PPT出示图片，引导学生理解“businesswoman”，对比教学印象更深刻，同时为后面的活动扫清障碍。
Teaching purpose
结合图片和对话引导学生学习新单词。借用多媒体教授新单词，多种方式引导学生操练新单词。
Show two pictures on the PPT. Let students practice the words with the sentences “—What does he/she do? —He’s/ She’s a postman/ postwoman.”（课件出示：一个男邮递员和一个女邮递员图片）Point to the pictures to practice the words like this:
A: What does he/ she do?
B: He’s/ She’s a postman/postwoman.
3. Learn the new phrase “factory worker”.
T: There are some other jobs in the pictures. Look at Picture 1. What does the woman do?
Students look at the picture carefully and try to spell the phrase.
T: She works in a factory. Work—worker. Yes, she’s a factory worker.
Write down “factory worker” on the blackboard. Teach the word “factory” and the phrase “factory worker” with the recording.（出示课
件）
Ask students to read the phrase one by one.
Point to the picture and practice the phrase in pairs like this:
A: Is she a head teacher?
B:No, she isn’t.
A: What does she do?
B: She’s a factory worker.
4. Learn the new phrase “police officer”.
T: Look at Picture 4. There is a woman. What does she do?
Students look at the picture carefully and try to spell the phrase.
T: She works in a police office. Police—police, office—officer. Cool! She’s a police officer.
Write down “police officer” on the blackboard. Use the recording to teach the phrase.（出示课件）
Let several students read the phrase one by one.
Point to the picture to practice the phrase same as above.
Step 3: Practice
1. Flashing cards.
Use the word cards to play a game. Students read the words or the phrases as fast as they can.
2. What’s missing?
Use the word cards to play this game.
The teacher hides one card and asks “What’s missing?” The student who raises his/her hand fastest has a chance to answer. If he or she is right, the teacher gives a prize to him or her. Then the teacher shows the card to students and asks.
T: What does he/ she do? Teaching purpose
借助PPT出示图片，通过介绍工作地点引出工作人物，帮助学生理解新单词，充分利用旧单词引出新词汇，帮助学生认读新单词。
Teaching purpose
利用单词卡片帮助学生操练新词汇，在句型中练习运用新词汇，活跃课堂气氛。
Ss: He/ She is a/ an…
3. Listen, match and say.
（1）Show the part of “Listen, match and say” on the PPT. （课件出示：教材P49 Listen, match and say板块的内容）
T: Chen Jie and John are talking about the jobs of their parents. What do they do? Now let’s listen and match.
（2）Play the recording.（课件出示:教材P49 Listen, match and say 板块的音频）
Students listen to the recording and match by themselves.
（3）Check the answers.
Play the recording again. Check the answers.（出示课件）
（4）Work in pairs.
Students ask and answer in pairs.
A: What does Jiao Jie’s mother do?
B: She’s a businesswoman.
…
Step 4: Consolidation & Extension
1. Create a situation.
T: Today is Career Day. What career will you act? Now let’s play a game.
(游戏说明：选四至五名学生到讲台前面，播放一段音乐，让他们想象自己要扮演的职业并做出相关动作，在老师说出口令“Freeze!”之后，这些学生必须立刻像被冰冻一样迅速停止动作。教师逐个指出并向其他同学提问“What does he/she do?”，并要求他们根据台上学生的动作用“Is he/she a/an…?”来猜测其相关职业，表演者则用“Yes/No. I’m a/an…”来公布答案，猜中的学生给予奖励。)
2. Make a demonstration.
Choose four or five students to the front of the platform to play the game to give a demonstration.
3. Work in groups.
Students work in groups to play the game.
?板书设计Teaching purpose
通过游戏让学生在情境中合理运用所学词汇，激发学生的英语学习动力，培养学生的语言综合运用能力。
?作业设计
1. Copy the words and the phrases 3 times.
2. Do the exercises.
?教学反思
1. 通过师生间的自由谈话复习上节课学过的句型，为后面的学习做好铺垫。
2. 充分利用图片来进行词汇教学，帮助学生直观地了解所学知识。
3. 遵循学生的认知规律，学习单词、词组、句型先是知其义，再是音和形，让学生在理解中去学习、去运用。
4. 通过图片对比，引导学生试着说出businesswoman和postwoman，帮助学生进行有效拓展，对学生进行学习方法上的指导。
?Teaching Contents & Teaching Aims
Let’s learn
·Be able to listen, speak, read and write the new words and phrases “factory worker, postman, businessman, po lice officer” by talking about the pictures and the PPT.
·Be able to talk about the jobs by using the sentence structure “What does he/she do?”
Listen, match and say
·Be able to listen and get the information to complete the task with the help of the teacher.
·Be able to ask and answer about their parents’ careers.
?Teaching Priorities
·Be able to listen, speak, read, write and use the new words and phrases “factory worker, postman, businessman, police officer”.
?Teaching Difficulties
·Be able to talk ab out other people’s careers by using the language they have learned.
?Teaching Procedures
（续表）
The third period（第三课时）
Part B Let’s try & Let’s talk
?教学内容与目标
课时教学内容课时教学目标
Let’s try ·能够读懂题目要求，学会听前预测听力的重点内容·能够运用基本听力技巧完成Let’s try板块的听力任务
Let’s talk ·能够通过观察、谈论Let’s talk板块的图片，在图片、PPT和老师的帮助下理解对话大意，并回答对话后面的问题
·能够通过听录音，学会按照正确的意群及语音、语调朗读对话，并能在小组中进行角色表演
·能够在情景中运用句型“Where does he work?”“How does he go to work?”询问他人工作地点和交通工具
·能够在语境中借助图片等帮助理解“stay healthy, work hard, study hard”的意思，并能正确发音
·能够树立努力学习、健康生活的意识
?教学重点
能够在情景中运用句型“Where does he work?”“How does he go to work?”询问他人工作地点和他们上班的交通工具。
?教学难点
能够运用核心句型谈论他人工作的地点和他们上班的交通工具。
?教学准备
1. 预习本课时的相关内容。
2. PPT课件、课文录音、视频等。
?教学过程
Step 1: Warm-up & Revision & Lead-in
1. Greetings.
2. Revision.
Show some pictures of the jobs on the PPT. Help students review the words of the jobs.（课件出示：A部分的职业名词及图片）T: What does he/ she do?
Ss:He/ She is a/ an…
3. Lead-in. Teaching purpose
PPT出示A部分已经学习过的职业及其图片，借用头脑风暴帮助学生唤醒旧知，激发学生的学习兴趣，为后面的学习做好铺垫。
T: My father is a teacher. My mother is a nurse. What about your father and mother?
S1: My father is a/an…
T: In Part B we’re going to continue to talk about “jobs”.
Write down the topic “What does he do?” on the blackboard. Step 2: Presentation
1. Listen and circle.
(1) Show the picture of Mike and Xiao Yu on the PPT. （课件出示：Mike和Xiao Yu的图片）
T: Mike and Xiao Yu are going home now. Mike sees a man coming towards them. He is Xiao Yu’s uncle. They’re talking about Xiao Yu’s uncle.
(2) Show the questions to students. Ask students to predict the main idea of the listening content.
(3) Play the recording.（出示课件）
Students listen to the recording and try to circle the answers.
(4)Play the recording again and check the answers.
(5)Talk about the appearance, and workplace of Xiao Yu’s uncle with students. (课件出示：教材P50 Let’s try板块的听力材料).
2. Look and predict.
Show the picture to students. (课件出示：教材P50 Let’s talk板块的图片) Let students look at the picture carefully. Ask some questions to lead them to predict the main idea of the dialogue.
Questions: ①Who is the man that Mike and Xiao Yu are talking about?/ ②Where is the man? What does he do?/…
3. Watch and answer.
Show the questions on the PPT.（出示课件）Play the cartoon. Ask students to watch the cartoon and try to answer the questions. Then check the answers.（课件出示：教材P50 Let’s talk板块的视频）Q1: Who is that man?（He’s Mike’s uncle.）
Q2: What does he do?（He is a fisherman.）
Write down “fish +er +man=fisherman” on the blackboard. And teach the word.
Write down the questions on the blackboard.
4. Read and answer. Learn the new sentences.
Show the questions on the PPT. (出示课件) Students read the dialogue and try to answer the questions.
Q3: Where does he work? (He works at sea.)
Q4: How does he go to work? (He goes to work by bike.)
Show a picture of a sea on the PPT. （课件出示：sea的相关内容）T: He sees lots of fish every day! Teaching purpose
帮助学生读懂题目要求，逐步引导学生学会听前预测听力的重点内容。再次听录音核对答案，师生就录音内容进行对话练习。
Teaching purpose
通过问题引导学生观察并讨论图片，借助图片预测教学内容，培养学生的观察能力和逻辑推理能力。通过预测教学内容激活已有知识，并提取与文本有关的知识，进入文本话题。
Teaching purpose
利用问题逐步引导学生理解文本，引出并教授新单词。
Teaching purpose
引导学生在语境中借助图片等理解stay healthy, work hard, study hard的意思，并帮助他们正确发音。帮助学生树立努力学习、健康生活的意识。
Use gestures and exaggerated tones to help students understand.
Write down the key sentences “He works at sea.” and “He goes to work by bike.” on the blackboard. Lead students to read and practice the sentences in pairs.
A: Where does he work?
B: He works at sea.
A: How does he go to work?
B: He goes to work by bike.
T: What els e do you know about Mike’s uncle? （He works hard and stays healthy.）
Teach the phrases “work hard” and “stay healthy”.
Make sentences to help students understand them.
Let students look at the last sentence of the dialogue and lead them to say out the right answer.
T: What should we do?（We should study hard and stay healthy.）Help students understand “study hard”. Then teach the phrase.
T: Yes, we should study hard and stay healthy. It’s good for us.
Ask students to make sentences with the word “should”.
5. Read and act.
（1）Students read after the recording. Pay attention to the pronunciation and the intonation.（出示课件）
（2）Let students practice the dialogue in groups and act out.
（3）Lead students to make a new dialogue as the model. (课件出示：对话练习的框架)
Step 3: Practice
1. Read the words.
Show some words on the PPT line by line.（课件出示：逐行出示词汇）
Students read the words and the phrases.
2. Find and classify.
Ask students to find out the different type of vocabulary in each line. Then lead students to classify the words and phrases into three sorts. （课件出示：分类结果）Lead students to find the special question words “What, Where, How”.
3. Ask questions.
T: How can we ask? Teaching purpose
通过让学生听录音跟读引导他们按照正确的意群及语音、语调朗读对话，并能在小组中进行角色表演。根据对话提供句型模板，让学生填词练习对话。
Teaching purpose
借助PPT给学生呈现一些与职业、场景及交通方式有关的词汇，帮助学生操练新句型。
Show the questions on the PPT.
4. Practice in pairs.
Show the model of the dialogue. (课件出示：对话练习的范例)
5. Show time.
Ask several students to show to the class. The other students listen and make evaluations to them.
Step 4: Consolidation & Extension
“Make a survey”
1. Create a situation.
T: Mike and Xiao Yu are talking about their uncles’ jobs. How about you? What does your father or mother do? Where does he or she work? How does he or she go to work? Let’s make a survey.
2. Make a demonstration.
Show a chart to the class. (出示课件) Make a demonstration with a student.
T: …, what does your father do?
S1: He is a doctor.
T: Where does he work?
S1: He works in a hospital.
T: How does he go to work?
S1: He goes to work by car.
Write down the answers in the chart.
3. Work in groups.
Lead students to work in groups of four. Students ask and write down the answers in the chart.
4. Make a report.
Show the chart to the class and make a model.
T: …’s father is a doctor. He works in a hospital. He goes to work by car.
Students try to make a report. The other students listen and make evaluations to them.
?板书设计Teaching purpose
通过创设自然真实的情境，让学生在情境中合理运用所学语言询问他人的职业并作简单的汇报，培养学生的语言综合运用能力。
?作业设计
1. Practice the dialogue.
2. Do the exercises.
?教学反思
1教学活动设计具有梯度性，遵循学生的认知规律，以学生为本，以问题为导向，引导学生学习，培养学生的自主学习能力。
2在听力教学中，逐步帮助学生读懂题目要求，引导学生学会听前预测听力的重点内容。
3在情境中理解，在活动中运用，突出语用功能。通过创设合理情景，帮助学生在情景中真实自然地使用所学语言，突出教学重点。
4有效利用表格帮助学生学习，表格的设计一目了然，起到了很好的辅助作用。
5对话表演的学习方式很好地激发了学生的学习兴趣，拓宽了学生的参与面，调动了学生的积极性和主动性，为全体学生提供了锻炼口语的机会。
?Teaching Contents & Teaching Aims
Let’s try
·Be able to predict the main content of the listening part.
·Be able to use basic listening skills to complete the listening tasks.
Let’s talk
·Be able to understand the main idea of the dialogue by observing and talking about the pictures. Be able to answer the questions below the dialogue.
·Be able to read the dialogue correctly, fluently and emotionally, and act out in groups.
·Be able to use the sentence structures“Where does he work?”“How does he go to work?”to talk about where others work and how they go to work properly.
·Be able to understand and read the new phrases“stay healthy, work hard, study hard”correctly. ·Be able to help students establish the consciousness of studying hard and living healthily.
?Teaching Priorities
·Be able to use the key sentence structures “Where does he work?” “How does he go to work?” to talk about where others work and how they get to work in situations.
?Teaching Difficulties
·Be able to use the key sentence structures to talk about where others work and how they go to work.