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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
教学内容 ·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.”
· 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
·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，
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，同时仿照范例完成信息表
·听、说、读、写单词和词组：factory worker, postman, businessman, police officer, fisherman,
scientist, pilot, coach
·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
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
3The first period(第一课时)
Part A Let’s try & Let’s talk
教学内容
▶
Let’s try ·读懂题目要求，学会听前预测听力的重点内容
·运用基本听力技巧完成Let’s try板块的听力任务
Let’s talk ·通过观察、谈论Let’s talk板块的图片，在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，并在小组中进行角色表演
·在情景中运用句型“—What does he/she do?—He/ She is…”谈论人物的职业
·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理解“country, head teacher”的意思，并正确发音
教学重点
▶
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《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、视频和教学卡片等。
教学过程
▶
Step 1: Warm-up & Revision & Lead-in①
1. Greetings.
2. Revision—Brainstorm. Teaching purpose①
Show some pictures of different jobs on the PPT. Help PPT 出示不同职业的
students review the words of the jobs.（课件出示：一些不同职业的 相关图片，借用“头脑风
暴”帮助学生唤醒旧知，激
图片及其职业词汇，如：driver, doctor, cook, farmer, basketball
发学生的学习兴趣，为后面
player, dancer, singer 等，最后在中间呈现“jobs”）
的学习做好铺垫。
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?
Ss: ...
Step 2: Presentation
41. Listen and circle.②
(1) Show the part of “Let’s try” to students. Students read Teaching purpose②
the question by themselves（. 课件出示：教材P48 Let’s try板块的内 逐步帮助学生读懂题目
要求，引导学生学会在听录
容）
音之前预测听力的重点内容。
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? Teaching purpose③
Ss: He’s a doctor. 通过问题引导学生观
察并讨论图片，借助图片预
2. Look and predict.③
测教学内容，培养学生的观
Show the picture of “Let’s talk” to students. Let students
察能力和逻辑推理能力。通
look at the picture carefully. Ask some questions to lead them to
过图片内容激活已有知识，
predict the main idea of the dialogue.（课件出示：教材 P48 Let’s 并提取与文本有关的知识，
talk板块的图片） 进入文本话题。
Questions: ① Who are they?/ ② Who are they talking about?/
③Is it Parents’ Day today? Who will come? Oliver’s father or his
mother, or both？/…
3. Watch and answer.④
Teaching purpose④
Show the questions on the PPT. Let students watch the
引导学生带着问题观看
cartoon and try to answer the questions.（课件出示：教材P47 Let’s
文本动画，整体感知文本，
talk板块的视频及下列问题）
获取有用信息。
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?
Teaching purpose⑤
引导学生带着问题再
S2: Because Oliver’s father is in Australia now.
读文本，进一步感知文本，
4. Read and answer.⑤
获取有用信息。并引导学生
Students read the dialogue and try to answer the questions.
跟随文本学习新的单词、词
（课件出示：下列问题）
组和句型。
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.
5T: 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/ Teaching purpose⑥
She is…” on the blackboard.
通过让学生听录音跟读
Students practice in pairs. 引导他们按照正确的意群及
5. Read and act.⑥ 语音、语调朗读对话，并能
在小组中进行角色表演。
(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 and the phrases 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. Teaching purpose⑦
2. Pair work.⑦ 借助 PPT 给学生呈现
一些人物和职业，帮助学生
(1) Show some pictures of famous people on the PPT. （出示课件）
操练新句型。
(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.
6Ask several students to show to the class. The other students listen
and make evaluations to them. Teaching purpose⑧
Step 4: Consolidation & Extension⑧ 通过创设自然真实的情
境，让学生在情境中合理运
“Make a survey”
用所学语言询问他人的职业
1. Create a situation.
并作简单的汇报，培养学生
T: Oliver’s father is a businessman. His mother is a head teacher.
的语言综合运用能力。
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.
Name Father Mother
Lin Hong teacher nurse
T: …, what does your father do?
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.
Some 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
▶
7作业设计
▶
1. Practice the dialogue.
2. 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. 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
Let’s try
·Predict the main content of the listening part.
·Use basic listening skills to complete the listening tasks.
Let’s talk
·Understand the main idea of the dialogue by observing and talking about the picture and answer the
questions below the dialogue.
·Read the dialogue correctly, fluently and emotionally and act it out in groups.
·Use the sentence structures“—What does he/she do?—He/ She is…”to talk about people’s
jobs properly.
·Use the third person singular special questions in situations.
·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.
8▶Teaching Procedures
Teaching
Teacher’ s Activities Students Activities Teaching Purposes
Stages
Warm-up 1. Greetings. 1. Greetings. Stimulate students’
& 2. Revision—Brainstorm. 2. Review the words of the interest in learning and
Revision 3. Lead-in. jobs. lead in the topic of the
&
3. Free talk. jobs.
Lead-in
Review some words of
the jobs.
Prepare for the next
part.
Presentation 1. Listen and circle. (1) Look at the part of Lead students to predict
(1) Show the part of “Let’s try” “Let’s try”. Read the the main idea before
to students. Ask students to read question. listening. Cultivate
the question by themselves. (2) Listen to the recording students’ ability of
(2) Play the recording. and answer the question. logical reasoning.
(3) Play the recording again and (3) Listen to the dialogue
check the answers. and try to circle the
answers.
Check the answers.
2. Look and predict. Look at the picture Develop students’
Show the picture of “Let’s talk” carefully. observation and logical
to students. Answer the questions. reasoning ability by
Predict the main idea of predicting the main idea
the dialogue. of the dialogue.
3. Watch and answer. Watch the cartoon and try Lead students to
Show the questions on the PPT. to answer the questions. understand the content
Play the cartoon. Check the answers. of the dialogue by
Check the answers. asking questions. Get
an overall perception of
the text and get useful
information. Help
students learn the
words, the phrase and
the sentence structures.
9（续表）
Teaching
Teacher’ s Activities Students’ Activities Teaching Purposes
Stages
Presentation 4. Read and answer. Teach Read the dialogue and try to
the new sentences. answer the questions.
Show the questions on the Try to understand and learn
PPT. the words “businessman,
Help students understand country”.
the words “businessman, Learn the phrase “head
country”. teacher”.
Teach the phrase “head Practice the sentence
teacher”. structures in pairs.
5. Read and act. (1) Read after the Make sure students
(1) Ask students to read recording. are able to read the
after the recording. Pay attention to the dialogue correctly
(2) Let students practice the pronunciation and the and fluently and act
dialogue in groups and act intonation. it out in groups.
out. (2) Practice the dialogue in
(3) Let students make a new groups and act out.
dialogue. (3) Make a new dialogue.
Practice 1. Choose and say. 1. Read the words of the Practice the key
Show some word cards to jobs one by one. Choose words and sentence
students. Ask students to word cards and describe structures.
choose and say. them. Then ask and answer.
2. Pair work. 2. (1) Look at the pictures.
(1) Show some pictures on (2) Learn the model.
the PPT. (3) Practice in pairs.
(2) Make a model. (4) Show to the class.
(3) Ask students to practice
in pairs.
(4) Show time.
Consolidation “Make a survey” Work in groups of four. Create a real
& 1. Create a situation. Ask and write down the situation to develop
Extension 2. Make a demonstration. answers in the chart. students’
3. Work in groups. Then try to make a report. comprehensive
4. Make a report. language using
ability.
1. Practice the dialogue.
Homework
2. Do the exercises.
10
