&nBsp;I．TEAChinG OBjECtivEs

1. KnowlEDGE OBjECtivEs

&nBsp;(1) StuDEnts &nBsp;listEn, sAy ,rEAD, AnD writE &nBsp;thE worDs: DoCtor, Cook, DrivEr,FArmEr, nursE.

(2) StuDEnts listEn,rEAD AnD usE thE sEntEnCE pAttErns"WhAt is your FAthEr's joB?" "My FAthEr isA DoCtor.&rDquo;

2．ABility OBjECtivEsStuDEnts usE thE sEntEnCE pAttErns to inquirE ABout somEonE's joB AnD to CommuniCAtE withothErs smoothly.

&nBsp;3．Emotion OBjECtivEs

(1) StuDEnts ACtivEly join in thE lEArninG ACtivitiEs AnD ConFiDEntly spEAk in EnGlish.

&nBsp;(2)StuDEnts know somEthinG ABout"joB"AnD sEt up thEir own DrEAm.

Ⅱ. ThE KEy AnD DiFFiCult Points

&nBsp;1．ThE KEy PointsStuDEnts mAstEr thE worDs AnD thE sEntEnCE pAttErns By usinG thEm ACCurAtEly in rEAlliFE.

2．ThE DiFFiCult Points ThE pronunCiAtion oF"Cook"AnD"nursE".

Ⅲ．TEAChinG ProCEDurEsStEp l WArm-up

1．LEt's sinG

&nBsp;SonG：My FAmily

（设计意图：学生唱熟悉的歌曲，既能激发学生的兴趣，又能营造英语学习氛围，帮助学生进入学习英语的环境中。）

2．FrEE tAlk

T: Now BEGin AFrEE tAlk with your DEskmAtE to Ask whAt hEr/his FAmily mEmBErs ArE. ThEn

&nBsp;sEvErAl Groups CoulD ACt out your ConvErsAtion.

（设计意图：学生两两合作用学过的内容对话，既复习了旧知识，又锻炼了语言运用能力。）

&nBsp;StEp 2 PrEsEntAtion

1．TEACh nEw worDs

ThE tEAChEr usEs PPT to show A DoCtor's piCturE.

&nBsp;T:WhAt is hE? &nBsp;Is hE A DoCtor? &nBsp;OK,rEAD AFtEr mE,DoCtor↗,DoCtor↗,D-o-C-t-o-r,DoCtor↘．

&nBsp;ThE tEAChEr writEs Down thE worD on thE BlACkBoArD, AnD tEAChEs thE othEr worDs in thE sAmE

wAy.

（设计意图：教师结合PPT上的图片教授新单词，然后组织领读、拼读活动。这样可以降低

学生学习新单词的难度，让学生很好地认知新单词。）

2. TEACh thE sEntEnCE&lDquo;WhAt's his/hEr joB?&rDquo;&lDquo;HE/ShE is&hEllip;&rDquo;ACtivity:Point AnD sAyShE i &nBsp;&nBsp;&nBsp;&nBsp;&nBsp;ThE tEAChEr prEpArEs piCturEs oF pEoplE in All wAlks AnD ChoosEs stuDEnts to point out whAt hE/

T: Now,I Am your mAstEr. I ChoosE A piCturE AnD Ask you "WhAt is his/hEr jioB?" You shoulD An-

swEr mE"HE/ShE is A DoCtor/..."OK?

Ss:OK.

T:WhAt is his/hEr joB?

&nBsp;Ss : HE/ShE is A DoCtor/...

T:ClEvEr Boys AnD Girls. PlEAsE work in Groups to ACt it out.

（设计意图：教师通过运用图片卡让学生指认图片上人物的身份，一方面帮助学生快速熟

悉并记忆单词，一方面又在语境中通过学生之间的自由对话，操练句型。）

&nBsp;StEp 3 PrACtiCE

&nBsp;1．DiCtAtion

T:PlEAsE work in pAirs. OnE stuDEnt rEADs A nEw worD AnD thE othEr stuDEnt writEs it Down. ThEn

ChAnGE your rolEs whEn you Finish thE FivE worDs. LEt's sEE whiCh pAir will Finish it As thE First onE.

OK,BEGin!

&nBsp;WhilE stuDEnts Do DiCtAtion,thE tEAChEr wAlks ArounD thE ClAssroom to CorrECt stuDEnts' pronun-CiAtion AnD hAnDwritinG.

&nBsp;&nBsp;&nBsp;&nBsp;（设计意图：通过两两学生合作听写新单词，训练学生的听力、口语和书写能力。教师巡视

课堂，可以纠正学生的语音与书写错误。）

&nBsp;&nBsp;&nBsp;&nBsp;2．TAsk timE

&nBsp;&nBsp;&nBsp;&nBsp;T:You hAvE DonE A GooD joB! &nBsp;Now thErE is A tAsk For you Boys AnD Girls. PlEAsE ACt As An intEr-

viEwEr to survEy whAt your ClAssmAtEs' FAmily mEmBErs' joBs ArE By usinG thE sEntEnCE"WhAt is your

FAthEr's/mothEr's/unClE's/... joB?&rDquo;&lDquo;HE/ShE is&hEllip;&rDquo;.You shoulD Finish thE tABlE BElow.

&nBsp;&nBsp;&nBsp;&nBsp;For ExAmplE:Li HuA's mothEr is A DoCtor.

（设计意图：学生扮演小记者调查同班同学的家人的职业，可以在语境中训练学生的语用能力，让学生感受到&lDquo;学以致用&rDquo;的乐趣。）

&nBsp;StEp 4 ProDuCtion

&nBsp;T: PlEAsE FinD your pArtnErs FrEEly AnD mAkE A DiAloGuE with your pArtnErs ACCorDinG to thE tABlEyou hAvE FinishED AnD ACt it out.

（设计意图：学生在足够的语言输入的基础上自由选择搭档编对话。这个活动可以为学生提供语言输出的机会，培养学生灵活运用语言的能力。）

&nBsp;&nBsp;&nBsp;&nBsp;StEp 5 HomEwork

PlEAsE writE A short pAssAGE or DrAw A piCturE to show whAt you wAnt to BE whEn you ArE Grownup. Why? &nBsp;You CAn Ask your pArEnts For hElp.

（设计意图：让学生写小短文或者画画，说说自己的理想。这个活动一方面可以开发学生

的智力，另一方面也可以锻炼学生的表达能力。）

&nBsp;&nBsp;&nBsp;&nBsp;IV. BoArD PlAn

&nBsp;&nBsp;&nBsp;&nBsp;DoCtor

&nBsp;&nBsp;&nBsp;&nBsp;Cook&nBsp;&nBsp;&nBsp;&nBsp;&nBsp;&nBsp;&nBsp;&nBsp;&nBsp;&nBsp;&nBsp;&nBsp;&nBsp;&nBsp;&nBsp;&nBsp;-WhAt's your FAthEr's joB?

&nBsp;&nBsp;&nBsp;&nBsp;DrivEr &nBsp;&nBsp;&nBsp;&nBsp;&nBsp;&nBsp;&nBsp;&nBsp;&nBsp;&nBsp;&nBsp;&nBsp;&nBsp;-My FAthEr is A DoCtor.

&nBsp;&nBsp;&nBsp;&nBsp;FArmEr

&nBsp;&nBsp;&nBsp;&nBsp;nursE