文档内容
The fifth period（第五课时）
Part B Let’s learn & Let’s play
教学内容
▶
Let’s learn ·听、说、认读五个有关职业的单词“doctor, cook, driver, farmer, nurse”
·在语境中正确运用这五个单词
·在真实语境中理解句子“They’re helpful!”的意义，引导学生树立职业平等的观念
Let’s play ·在活动中模仿这五个职业的标志性动作，并用所学句型“—What’s his/her job? —
He’s/She’s a/an...”正确询问并回答所模拟的职业
教学重点
▶
1. 能够听、说、认读并正确运用单词“doctor, cook, driver, farmer, nurse”。
2. 能够灵活运用句型“—What’s his/her job? —He’s/She’s a/an...”。
教学难点
▶
能够正确询问并回答家人的职业。
教学准备
▶
1.预习《状元大课堂》《创优作业100分》《状元作业本》中本课时的相关内容。
2.PPT课件、课文录音、视频、学生准备的家人照片、家庭称呼类单词、职业类单词卡片等。
教学过程
▶
Step 1: Warm-up & Lead-in
1. Greetings.
2. Free talk and lead-in.① Teaching purpose①
Ask students to take out photos of their family and introduce their 让学生用学过的句子，
family members to each other in groups. Then ask four students to show 结合全家福照片，在小组中
自由交流，激发学生的语言
in class. Select the best performer.
表达欲望，快速导入教学。
Make a model:
Hi! Meet my family!
This is my father.
Teaching purpose②
This is my mother.
运用上节课学过的对话
This is my sister.
自然亲切地创设真实有效的
This is my brother. 教学情境。 采用对比的方式
Step 2: Presentation 教 学 “ nurse” 和
“doctor”，帮助学生掌握
1. Teach the words “nurse, doctor”.②
其词义及读音。
Present Sarah’s aunt’s photo on the PPT and ask the question.
T: What’s Sarah’s aunt’s job?
Ss: She’s a nurse.
T: Yes, she’s a nurse and she works in a hospital. Present the word
“nurse” on the PPT and teach it. (课件出示:nurse的相关内容)
3T: n/n/-ur/ɜː/-se/s/, nurse/nɜːs/.
Present a picture of the hospital to help students understand the
meaning of “hospital”. （课件出示:医院的图片）
T: My aunt works in a hospital, too. But she is not a nurse. (课件出
示:一位女医生的图片) She’s a...
Present the word “doctor” on the PPT and teach it. ( 课 件 出
示:doctor的相关内容)
T: d/d/-o/ɒ/-c/k/-t/t/-or/ ə (r)/, doctor/ /.
Write down the words “nurse, doctor” on the blackboard.
Play the recording of the two words. (出示课件) Let students read
them after the recording.
Ask students to read the words in groups with actions.
For example: nurse (Do the action of holding an injector.)
doctor (Do the action of holding a stethoscope.)
2. Teach the words “driver, farmer”.③ Teaching purpose③
Present Sarah’s uncle’s photo on the PPT and 通过观察并讨论图片，
让学生先对新授知识有直观
ask the question: What’s Sarah’s uncle’s job?
的认识，再通过认真倾听获
Ss: He’s a football player.
取信息，对新单词的词义和
T: Great! My uncle is not a football player. He drives a taxi. He is
读音有更深的认识，最后通
very helpful. What’s his job?
过对driver和farmer的比较，
Lead students to guess the word “driver” with the help of teacher’s 归纳并掌握更多的符合这种
body movement. Some students may speak in Chinese. 构词规则的职业类名词。
Write down the word “driver” on the blackboard and teach it. （课
件出示:driver的相关内容）
T: dr/dr/-i/aɪ/-v/v/-er/ ə (r)/, driver/ /.
Teaching purpose④
Let students read after the recording and read it one by one or in a
以图片及音频相结合的
row. (出示课件)
方式呈现新单词，让学生从
Present a picture of a farmer on the PPT. （课件出示: 一位农民的 多角度感知新的教学内容。
图片）④ 通过做与职业相关的动作，
T: Sarah’s grandpa is very strong. He works on a farm. What’s his 听与职业相关的声音，降低
学习的难度，加深对新词的
job?
理解。通过拼读教学法与跟
Lead students to guess the word “farmer”. Some students may
读获取新单词的准确读音，
speak in Chinese.
使学生在模仿中加深对新词
Write down the word “farmer” on the blackboard and teach it. （课 的理解和记忆。
件出示:farmer的相关内容）
T: f/f/-ar/ɑː/-m/m/-er/ ə (r)/, farmer/ /.
Let students read after the recording and read it one by one or in a
row. （出示课件）
Present some occupational nouns similar to “driver, farmer”. Get
students to try to read and find out what the words have in common.
4Teaching purpose⑤
3. Teach the word “cook”.⑤ 适时地进行情感教育，
Present a picture of a cook on the PPT. （课件出示: 一位厨师的图 帮助学生树立职业平等的观
片） 念，培养其为家人职业而自
豪的情感。
T: Look at the man. He looks like a farmer. But he is not a farmer.
Listen. What’s his job? (课件出示:菜入油锅和炒菜的声音)
Lead students to guess the word “cook”. Some students may speak
in Chinese.
Write down the word “cook” on the blackboard and teach it. （课件
出示:cook的相关内容）
T: c/k/-oo/ʊ/-k/k/, cook/kʊk/.
Let students read after the recording. （出示课件）Ask some
students to read aloud.
T: The nurse and the doctor can protect our health. The driver can
drive. They can do many things for us. They are helpful!
Write down the sentence “They are helpful!” on the blackboard and
teach the word “helpful”.（课件出示:helpful的相关内容）
T: help/help/-ful/ful/, helpful/helpful/.
Ask students to read the sentence.
4. Watch the cartoon and read.
Play the cartoon of “Let’s learn”.（课件出示:教材P62 Let’s learn
板块的视频） Let students read after the recording. Remind them to pay
attention to the pronunciation and the intonation.
Teaching purpose⑥
Ask students to listen again and point out the words they hear as
在掌握新单词和核心
they read after the recording.
句型的基础上，通过角色扮
5. Act out the dialogue.⑥
演来表演对话，让学生在真
Show the picture of “Let’s learn”. (课件出示:教材P62 Let’s learn 实情景中灵活运用语言，体
板块的图片) Take out the headdresses of Chen Jie and Sarah. Let 验学习的乐趣。
students act out the dialogue in pairs.
Chen Jie: What’s your...’s job? Teaching purpose⑦
Sarah: My...is a/an... 通过不同的操练活动，
帮助学生认读单词，将单词
Step 3: Practice⑦
的读音、拼写与词义结合起
1. Play a game— “I point, you say.”
来。
Point to the words on the blackboard quickly. Let students read
them loudly.
2. Play a game—“What’s missing?”
Show all the word cards of jobs to students.
5Ask students to close their eyes， and take out one card from the
word cards.
Then let students open their eyes. Show them the word cards again.
T: What’s missing？
Let students say the missing word quickly. Reward the student who
guesses quickly and correctly.
3. Play a game— “Stand, stand, stand!”
Choose five students to go to the front of the classroom. Let each
student squat down with a word card. Then lead students to play the
game.
（游戏说明:座位上的一位学生说出句子“I’m a/an...”。蹲在前面
的五个人中，拿着相应图卡的学生马上站起来，举起图卡并将该单词
大声读三遍。如果没有及时站起来，或者站起来的不是持有正确单词
图卡的学生，则出局，再寻找其他的学生替换。 ）
4. Ask and answer.⑧ Teaching purpose⑧
通过这个活动，使学生
Show some word cards of family members and jobs. Take out a
重温本课的重点单词与句型
card randomly and ask students to practice.
起到复习、巩固的效果。
T: If I show you the word cards “mother” and “nurse”, boys must
ask, “What’s your mother’s job?” Then girls answer, “She is a nurse.”
Step 4: Consolidation & Extension
1. Let’s play.⑨
（1）Present the five pictures of “Let’s play” on the PPT. (课件出示: Teaching purpose⑨
教材 P62 Let’s play 板块的图片) Ask students to say out the words of
通过 TPR活动，训练
手、眼、脑的配合。一方面能
jobs in the pictures in turn， and do actions to act out the jobs.
帮助学生进一步理解职业的
（2）A boy does the action and the other boys ask, “What’s his job?”
特征，另一方面使学生巩固
Girls guess the job with the sentence structure “He’s a/an...” Then 职业类单词的读音、词义。
exchange.
2. Make a survey in groups.⑩
Let students ask the jobs of family members in the groups with the Teaching purpose⑩
sentence structure “What’s your...’s job?” and make a survey according 通过小组活动，让学生
在进行调查时不断使用目标
to the chart.
语言，以达到熟练掌握的目
（活动说明:如果出现了不会的职业类名词，学生可以先用中文
的。
代替。教师在巡视过程中给以帮助和补充。）
板书设计
▶
6作业设计
▶
1. Copy the words learned in this lesson five times.
2. Investigate the jobs of friends or relatives.
3. Do the exercises. (见“状元成才路”系列丛书《创优作业100分》或《状元作业本》对应课
时作业)
教学反思
▶
1. 本课主要是学习五个表示职业的单词和询问某人职业的句型及其回答。教学新课前，用歌曲
和对话的方式帮助学生复习了上节课所学的知识，为后面的授课做了铺垫。
2. 结合课件和师生互动，复习旧知并导入新课，将新授单词融入句型教学中，利用图片引入单
词，灵活操练，并在学习新词的基础上进行句型操练。
3. 通过“I point, you say.”“What’s missing?”“Stand, stand, stand!”这三个游戏，将单词
的拼写、读音和词义进行匹配操练。通过“看单词创编对话”的活动将单词和核心句型穿插融合，
灵活操练。一系列活动过程由易到难，趣味性强。
4. 运用TPR活动完成Let’s play的教学，加强了学生对新知识的掌握。在小组中完成调查表格
进一步加深了学生对单词和句型的理解与运用。
▶Teaching Contents
Let’s learn
·Listen, speak and read the words “doctor, cook, driver, farmer, nurse”.
·Use the five words of jobs correctly in context.
·Understand the meaning of the sentence “They’re helpful!” in real context. Lead students
to establish the concept of occupational equality.
Let’s play
·Imitate the symbolic actions of the five occupations in the activity. Ask and answer about the
occupation with the key sentence structures “—What’s his/her job? —He’s/She’s a/an...”
correctly.
▶Teaching Priorities
·Be able to listen, speak and read the words “doctor, cook, driver, farmer, nurse”, and use them
correctly.
·Be able to use sentence structures “—What’s his/her job? —He’s/She’s a/an...”flexibly.
7▶Teaching Difficulties
·Be able to ask and answer about the jobs of their family members correctly.
▶Teaching Procedures
Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Warm-up 1. Greetings. 1. Greetings. Free talk can stimulate
& 2. Free talk and lead-in. 2. Introduce family students’ language
Lead-in members to each other expression desire.
in groups.
Presenta 1. Teach the words “nurse, Learn the words “nurse, Have a good grasp of
tion doctor”. doctor”. Read after the the meanings and
Play the recording. recording and read the pronunciations of the
words in groups with words by comparing.
actions.
2. Teach the words “driver, Learn the words “driver, Through discussion and
farmer”. farmer”. Read after the listening, make students
Play the recording. recording and read one by get a deeper
one or in a row. understanding of the
meanings and
pronunciations of new
words.
3. Teach the word “cook”. Learn the word “cook” and The teaching of
Play the recording. Help the sentence “They’re vocabulary was
students understand the helpful!” accompanied with
sentence “They’re helpful!” Read after the recording. emotional education.
Read the sentence.
4. Watch the cartoon and read. Read after the recording. Get the exact
Play the cartoon. Listen again and point out pronunciations of new
the words they hear as words by reading.
they read after the Deepen students’
recording. understanding and
memory by imitating.
5. Act out the dialogue. Act out the dialogue in Make sure students can
Show the picture of “Let’s pairs. read the dialogue
learn”. Take out the correctly and fluently.
headdresses of Chen Jie and
Sarah.
（续表）
8Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Practice 1. Play a game— “I point, 1. Read the words loudly. Help students
you say.” 2. Say the missing word become familiar with
Point to the words on the quickly. the spellings,
blackboard quickly. 3. Play the game. pronunciations and
2. Play a game — “What’s meanings of the new
missing?” words.
Show all the word cards
of jobs and take out one
card from them.
3. Play a game — “Stand,
stand, stand!”
4. Ask and answer. Make a new dialogue Review the key
Show the word cards and according to the cards taken words and sentence
make an explanation. out by the teacher. structures in this
lesson to summarize
and consolidate the
knowledge.
Consolidation 1. Let’s play. 1. Say out the words of jobs Through the activity
& Lead students to and do actions to act out of TPR, train the
Extension complete the activity. the jobs. coordination of
2. Make a survey in groups. 2. Ask and answer in students in hands,
Give help and groups, and make a eyes and brains.
supplement to students. survey. Help students master
the target language.
Homework 1. Copy the words learned in this lesson five times.
2. Investigate the jobs of friends or relatives.
3. Do the exercises.
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