七上：Unit 3 Topic 2 What do your parents do.Section ABCD.教案

Topic 2 What does your mother do?
Section A
The main activities are 1, 2a and 3a. 本课重点活动是1，2a和3a。
Ⅰ. Teaching aims and demands 教学目标
1.(1) Learn some words about jobs:
doctor, worker, driver, farmer, cook, nurse
(2) Learn some other useful words and expressions:
kid, glad, seat, have a seat, mother, father, parent, office
2. (1)Talk about jobs:
①—What does your mother do?
—She is a teacher.
②—What do your parents do?
—They are both office workers.
(2)Talk about greetings and introductions:
①—Glad to meet you.
—Glad to meet you, too.
②Maria, this is my mom.
Ⅱ. Teaching aids 教具
人称代词卡片/小黑板/单词卡/教学挂图/录音机/幻灯片/教学卡片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (教师拿出人称代词卡片，随意抽出一张呈现给大家，让学生一个接一个地用老师呈现的不同人称代词灵活地说一个句子，要快速完成。)
Example:
T: me
S1: He often helps me.
T: they
S2: They are teachers.
…
2. (教师利用单词卡教学kid, glad和seat。)
T: Good morning, class. Look at the card, kids.
(板书)
kid
(学生跟读，同时呈现背面的汉语意思。)
(复习Nice to meet you.引出Glad to meet you.)
(教师设置情景，操练，运用。)
T: S1, this is S2. S2, this is S1.
S1:Glad to meet you.
S2:Glad to meet you, too.
(板书)
Glad to meet you.
(教师利用幻灯片或小黑板呈现以下材料。)
speak, teacher, please
(让学生体会画线部分字母组合ea的读音，教师用词卡呈现seat，让学生自己读出来，同时，告诉学生ea在head中读/e/，在great中读/eI/。)
(教师叫一个学生站起来读含ea的单词，然后老师说Please have a seat.)
(板书)
Please have a seat.
(通过以上活动导入1。)
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (教师将1的教学挂图呈现出来，向学生们介绍。)
T: Look at this picture. This is Kangkang. This is Kangkang’s mother. The three kids are Kangkang’s classmates. They are Maria, Jane and Michael. Where are they? Listen to the tape, then answer the question.
(教师放录音，听完后让学生们回答问题并核对答案：Where are they?)
2. (教师放1录音，学生跟读，要求在生词下面画线。教师安排分角色朗读。)
3. (教师设置一个场景At Kangkang’s home.)
(教师扮演Kangkang的妈妈，若教师是男的，则另请一个女生扮演，其他四个则分别由其他同学扮演，在台上向大家表演。表演过后，学生们在下面五人一组表演，教师巡回作指导，然后挑两组比较出色的再向大家汇报表演。完成1。)
4. (根据1的教学挂图，引出What does … do?句型，同时学习本节课所有表示职业的词。)
T: Look at the picture. What does Kangkang’s mother do? Do you want to know?
(让学生猜测康康母亲的职业。)
—What does … do? —He/She is a(an) …
(教师参照3a的图，制作幻灯片或图片。呈现各种职业及称呼的单词。)
mom—mother dad—father
mother or father—parent
mother and father—parents
worker driver …
Step 3 Consolidation 第三步 巩固(时间:7分钟)
1. (教师播放2a录音，要求学生根据录音回答问题：What do Kangkang’s parents do?)
2. (再放2a录音，要求学生根据所听录音填空，教师将材料用幻灯片呈现出来。)
—Kangkang. What does your do? —She is a .
—And your father?
—He is a . Michael, what do your do?
—They are office workers.
(核对答案后分角色朗读2a，然后三人一组操练。完成2a。)
3. (让学生独立完成2b。)
4. (播放3a录音，然后让学生运用相关句型自由交谈，教师可以拓展一些词汇供学生们参考，教师把这些词汇用幻灯片呈现出来。完成3a。)
brother /5brQT[/ uncle /5QNkl/
aunt /B:nt/
Example:
—Excuse me, do you have a sister/brother?
—Yes, I do.
—What does she/he do?
—She/He is a …
—What do you do?
—I’m a student.
Step 4 Practice 第四步 练习(时间:8分钟)
1. (做“职业竞猜”游戏。)
活动目的：学会表演及问答，熟悉职业名称。
(1)活动过程：
①教师事先制作表示职业名称的卡片。每一张卡片上用英语写着一个职业的名称。
如：teacher, worker, doctor, cook, driver等。(教师扩展一个词work。)
②活动前教师作一次示范：教师随意抽取一张卡片(如teacher)，并根据卡片上写的职业，做一个能代表该职业的动作(表演哑剧，假装在黑板上写字，或拿着书来回踱步等。)然后示意学生猜出该职业。学生若不能猜对，可以提问，但教师只能用Yes或No作答。例如：
S1: Are you a doctor?
T: No.
S2: Are you a teacher?
T: Yes.
③学生猜对教师所示范的职业后，教师退出活动，同时让猜对的那个学生上台抽卡、表演和回答问题，下一个猜对者接着上台抽卡，以便使活动继续进行。
(2)有关说明：
①每次提问次数和猜测次数应有所限制，在规定次数内仍未猜对，则可进行下一轮竞猜活动。
②本活动也可采用两组对抗形式，即一组派代表抽卡片表演，另一组是猜职业。双方轮换角色，最后猜对次数多，所猜的次数又少的一组获胜。
2. (教师手拿正面是人物，背面是职业的教学卡片和学生进行对话练习，操练What do/does … do?)
T: What do you do?
Ss: We’re students.
(教师按照卡片图依次问学生。)
T: What does this man do?
S3: He is a driver.
T: What does she do?
S4: She is a doctor.
T: What does this man do?
S5: He is an office worker.
(学生在说这个句子时，有可能说成a office work，这时教师提醒并板书。)
He is an office worker.
3. (教师把教学卡片分给各小组，小组内每人当一次老师来提问其他同学，让每一位同学都
有机会说英语，然后各组交换卡片，进行对话练习。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (出示小黑板，要求一个学生了解另一个学生的家庭成员情况，并填一个表格。完成3b。)
×××’s Family
Family member(家庭成员) Job(职业)
Mother
Father
Sister
(然后在小组内描述×××’s Family。)
2. Homework:
(1)学生采访自己的爸爸或妈妈，然后写一些句子，介绍爸爸(或妈妈)的情况。(鼓励学生在作业纸上画一些画，贴一张父亲(或母亲)的照片，下节上课时向学生们宣读。)
(2)三人一组表演1。
(3)准备一个硬纸板，剪成圆形的，直径10cm，制成一个转盘，下节课用。
板书设计：
What does your mother do? Section A
—What do you do?
an office worker —I’m a(an)…
Glad to meet you. —What does… do?
Please have a seat. —He/She is a (an)…
Section B
The main activities are 1a and 1b. 本课重点活动是1a和1b。
Ⅰ. Teaching aims and demands 教学目标
1. Learn some useful words and expressions:
work, hospital, on, farm, on a farm, drive
2. Talk about jobs and workplaces:
(1)—What does the man do?
—He’s a doctor.
(2)—Where does he work?
—He works in a hospital.
Ⅱ. Teaching aids 教具
小黑板/词卡/教学挂图/幻灯片/录音机/自制的转盘
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (师生应用Glad to meet you.相互问候，全体起立。)
T: Good morning/afternoon, class. Glad to meet you again.
Ss: Glad to meet you, too. Miss/Mr. …
T: Please have a seat.
Ss: Thank you.
2. (学生将上次课外作业布置的任务先在小组内宣读，然后各小组推选一名向全班介绍。)
3. (教师设置Section A 1的情景，给学生提供表演的场合。)
4. (做“问答接龙”活动，复习What do/does … do?)
T: What does … do?
S1: He/She is a …
(转向另一个学生)What does/do … do?
S2: He/She is a …/They are …
(转向下一个学生)What do/does … do?
S3: …
…
5. (利用构词法教授新词work, farm, drive, teach，板书。)
work —— worker farm —— farmer
drive —— driver
teach —— teacher
(先让学生仔细观察每组词有什么不同，然后再观察汉语意思，得出规律性的东西。在小组内讨论、探究，达成一致意见后，各小组长向全班汇报。)
(老师总结：一些动词，如果在其后加er(或or)之后，就变成了名词，名词的含意是执行这个动词动作的人。教师可以利用学过的动词再补充一些进来，让学生猜测其意。例如：think(思考)——thinker(思想家)；rule(统治)——ruler(统治者)；speak(说，讲) ——speaker(演讲者)；visit(参观) ——visitor(来访者)等等。)
(学生大声地读出教师板书的词。)
6. (利用词卡教hospital，词卡背面要有医院的图画。)
T: What’s this? It’s a hospital. My mother works in a hospital. She is a doctor.
(要求一个学生回答老师的问题。)
T: What does my mother do?
S1: She is a doctor.
T: Where does she work?
S1: She works in a hospital.
(导入1a。)
Step 2 Presentation 第二步 呈现(时间:8分钟)
1. (教师将1a的教学挂图挂在黑板上，谈论。)
T: Look at this picture. The man is a doctor. His name is … This is a hospital. He often works in a hospital.
(教师要求学生看图复述，可以增加更多的内容。)
2. (教师放1a录音，学生边看图边跟读，然后师生互动，先模仿，后操练。)
T: What does the man do?
Ss: He is a doctor.
T: Where does he work?
Ss: He works in a hospital.
(学生两人一组操练。)
3. (教师利用1b的幻灯片或教学挂图。用幻灯片或教学挂图呈现女教师上课的那幅图片。)
T: Look at this picture. What does she do, S1?
S1: She is a teacher.
T: Where does she work, S2?
S2: She works in a school.
T: Well done!
(接着教师用幻灯片或教学挂图呈现农民干活的图片。)
T: Look at this picture. What do they do?
S3: They are farmers.
T: Where do they work?
S3: They work on a farm.
Step 3 Consolidation 第三步 巩固(时间:9分钟)
1. (教师用幻灯片或教学挂图，让学生两人一组完成1b。)
2. (两人一组做“问答猜谜”活动，教师示范，学生仿照教科书63页2进行。完成2。)
T: My sister works in a hospital. But she isn’t a doctor. What does she do, S1?
S1: I think she is a nurse.
3. (教师在课外将下列图片制作成幻灯片，然后将它们呈现出来，教师依次提问。)
T: What does the boy/girl do?
S2: He/She is a student.
T: What does that man do?
S3: He is an office worker.
T: Where does he work?
S4: He works in an office.
T: What does the girl do?
S5: She is a nurse.
T: Where does she work?
S6: She works in a hospital.
T: What does the man do?
S7: He is a worker.
T: Where does he work?
…
(然后鼓励学生在小组内自由交谈。)
4. (教师播放3录音，让学生口头回答下列问题。)
(1)What do David and Paul do?
(2)Where do they both work?
(3)Is Lisa a driver? Where does she work?
(4)What does Danny do in Nanjing?
(5)Where does Danny work?
(6)Is Danny a good teacher?
(然后让学生独立完成3。)
Step 4 Practice 第四步 练习(时间:10分钟)
1. (教师利用幻灯片呈现下列内容，要求学生填写所缺的句子，补全对话。)
—Excuse me, could you please tell me your name? —Sure, my name is Da Long. And you?
—My name is Li Gang. Glad to meet you, Da Long.
—Glad to meet you, too.
—What do you do?
—I’m a student.
—What does your father do?
—My father is a worker.
—Where does he work?
—He works in Beijing.
(画线句子为学生要填写的句子。)
2. (做活动，复习职业类词汇和相关句型。)
(1)让学生说一说自己的家庭成员以及他们的职业。
Example:
T: My father is 43 years old. He is a teacher. He teaches at No. 1 Middle School. He is a
very good teacher. My mother is …
(2)板书：
Jobs Actions+workplaces farmer works in the hospital
driver teaches at school
cook works on the farm
nurse drives a bus
doctor works in an office
office worker studies English
student works in the kitchen
teacher looks after patients
(提醒学生注意cook这一词。cooker的意思是“炊具”。)
(3)请学生们抄在本子上。
(4)让学生连线，如：“doctor”和“works in the hospital”连在一起。
(5)请一位学生到黑板上连一连，然后师生一起核对答案。
(6)教师领着学生有节奏地读，并以幻灯片形式呈现。
Work, work, work, work People work every day
Fathers work
Mothers work
Teachers work
Nurses work
Cooks work
Farmers work
Work at home
Work at school
Work everywhere
Work, work, work, work
Step 5 Project 第五步 综合探究活动(时间:8分钟)
1. (老师可以先将自制的写有worker, farmer, student等表示职业的转盘演示给学生看，转动转盘，当停住时，问一位同学，让他/她回答。然后让学生拿出上次课外作业布置的自制转盘，一个学生问，另一个学生回答。完成5。)
Example:
S1: What do you do?
S2: I’m a …
S1: Where do you work?
S2: I work …
2. (做调查，完成4。每个学生至少要问三个学生，然后完成表格。先在小组内汇报，然后每个小组挑选一个代表向全班汇报。)
3. Homework:
(1)将所学过的表示职业类的名词制成卡片，然后两人一组操练What do/does … do?和Where do/does … work?
(2)写一篇介绍家庭成员职业的文章，词数在40个左右。
(3)让有全家福照片的同学下节课带上。(以备下一节课使用)
板书设计：
What does your mother do? Section B
work — worker —What do/does … do?
farm — farmer —He/She is a(an) … /They are …/I am…
drive — driver —Where does he/she work?
teach — teacher —He/She works …
Section C
The main activities are 1a and 1c. 本课重点活动是1a和1c。
Ⅰ. Teaching aims and demands 教学目标
1. (1)Learn some words about family members and relatives:
aunt, uncle, brother, grandparent, cousin, daughter, son
(2)Learn some other words and expressions:
family, woman, sofa, tree, family tree
2. Learn the following sentences:
(1)This is a photo of my family.
(2)Who’s the young woman in yellow?
(3)Who are those on the sofa?
(4)I have a big family.
Ⅱ. Teaching aids 教具
图片/挂图/录音机/照片/小黑板
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
1. (老师拿出有各种职业的人物图片，复习有关职业及工作场所的句型。)
(老师出示一个医生的图片。)
T: What does he do?
S1: He is a doctor.
T: Where does he work?
S1: He works in a hospital.
(老师出示一个女教师的图片。)
T: What does she do?
S2: She is a teacher.
T: Where does she work?
S2: She works in a school.
(老师出示一个办公室男职员的图片。)
T: What does the man do?
S3: He is an office worker.
T: Where does he work?
S3: He works in an office.
2. (出示三口之家的全家福，继续通过图片上的人物复习职业和工作场所。教师引入家庭介绍。)
T: Look at the picture, can you guess what the man/woman does?
Ss: He/She is …
T: Where does he/she work?
Ss: He/She works ….
T: What does the boy do?
Ss: He is a student.
T: OK! This is a family. It’s a photo of … Now look at another picture.
3. (老师拿出一张四口之家的图片：一对夫妻和一儿一女，陈述人物关系引出新词汇。)
T: This is Michael’s family.
(板书)
family
T: (用手指图片上的男孩) The boy is Michael.(然后用手指图片上的女孩) The little girl is his sister, Jane. Michael is Jane’s brother.
(板书)
brother
(让学生猜其意。)
T: The man in black is Mr. Brown. He is Michael and Jane’s father. The woman in red is their mother.
(板书)
woman
(让学生猜其意。)
T: So Jane is the woman’s daughter.
(板书)
daughter
(教学板书的词汇。)
4. (猜人物关系，学生听老师的描述，在老师的帮助下学习更多新词汇。)
T: Your father’s brother is your …?
Ss: …(学生保持沉默，老师及时帮助，说出答案并板书，然后解释板书内容。)
uncle
T: Your mother’s brother is your …?
Ss: Uncle.
T: S1, do you have an uncle?
S1: Yes, I do./No, I don’t.
T: Your father’s sister is your …?
Ss: …(学生保持沉默，老师及时帮助，说出答案并板书。)
aunt
T: Your mother’s sister is your …?
Ss: Aunt.
T: Your parents’ parents are your …?
Ss: … (学生保持沉默，老师及时帮助，说出答案并板书。)
grandparents
(教学新词汇，导入。)
Step 2 Presentation 第二步 呈现(时间:13分钟)
1. (老师展示教学挂图，通过问答形式，巩固新单词，理清1a中的人物关系。)
T: This is a photo of Kangkang’s family.
(板书)
This is a photo of …
(让带有全家福的学生，一边展示全家福，一边说：This is a photo of my family.)
(师生问答，允许有不符合原文的回答，为后面的听力埋下伏笔。)
T: Who’s the young woman in yellow?
S4: She is Kangkang’s …(若学生回答有误，暂不指出，老师板书S4之答案。)
T: Who’s the young man in green?
S5: He is Kangkang’s …(若学生回答有误，暂不指出，老师板书S5之答案。)
T: Who’s the young woman in red?
S6: She is Kangkang’s …(同样允许有误，老师板书S6之答案。)
T: Who’s the man in black?
S7: He is Kangkang’s …(同上，老师板书S7之答案。)
T: (手指沙发) Who are they on the sofa?
(板书)
on the sofa
S8: They are Kangkang’s …(可以有误，老师板书S8之答案。)
T: Who is the little girl?
S9: She is Kangkang’s …(可以有误老师板书S9之答案。)
2. (听1a录音，判断上面学生回答是否正确。老师和学生一起核对答案。)
3. (再听1a录音并跟读，模仿发音及语音语调。)
4. (让学生朗读1a，完成1a。)
Step 3 Consolidation 第三步 巩固(时间:10分钟)
1. (挑选几个学生，展示自己的全家福，并作简单介绍。)
S1: This is my … He/She is a(an) … He/She works …
2. (让学生听一段短文，然后完成问题，多次呈现新词汇，加强记忆。)
给学生讲述：My name is Jack. I am a boy. I’m 12 years old. I’m a student. My father is a doctor. My mother is a teacher. My aunt and uncle are both office workers. They have a daughter. My little sister is four years old. She is at home with my grandparents.(听完短文，回答下列问题。)
T: Who are they in Jack’s family?
S2: They are Jack’s …(若一个人不能完成，可以由几个学生补充完成。)
T: What does Jack do?
S3: He is a student.
T: What does Jack’s father do?
S4: He is a doctor.
T: What does Jack’s mother do?
S5: She is a teacher.
T: What do Jack’s aunt and uncle do?
S6: They are office workers.
T: What do Jack’s grandparents do?
S7: They are at home.
2. (老师给出关键词，让学生复述Kangkang’ s family。板书关键词。)
a photo of —— woman in yellow —— little girl in pink —— woman in red —— man in green —— on the sofa —— big family
(如果学生有困难，老师要及时给予帮助。)
Step 4 Practice 第四步 练习(时间:9分钟)
1. (学生再读1a。根据1a内容，填充1b。)
2. (师生一起核对答案，完成1b。)
3. (老师出示画在小黑板上的一幅空白家谱。)
_ _ _’s Family Tree
T: This is a family tree.
(板书)
family tree
4. (让学生参照1a内容及挂图，完成康康的家谱，师生一起核对答案，完成1c。)
5. (让学生画自己的家谱，并把自己的家庭成员作简短的批注如：职业、年龄等。)
6. (让学生交换家谱，根据他人的家谱写一篇小短文，完成2。)
Example:
This is …’s family. His/Her father is …His/Her mother is … His/Her aunt is … His/Her uncle is …
7. (老师挑选几个学生，把他/她所写的关于其他同学的家谱大声朗读出来。)
Step 5 Project 第五步 综合探究活动(时间:7分钟)
1. 播放录音，学生跟着唱Let’s chant。在歌曲声中重现所学词汇，完成3。
2. 了解家人的更多情况并制作如下表格，使学生更接近家人。出示小黑板。
Name Relation Age Job Workplace












3. 采访活动，让同学充当小记者去询问他/她的同学然后完成下表。出示小黑板。
_ _ _’s Family Name Relation Age Job Workplace















_ _ _’s Family














4. Homework:
(收集更多的家庭照片，带到学校来，用英语写一篇短文，简单描述他们的职业、工作单位、与你的关系等情况，与同学们共享。)
板书设计：
What does your mother do? Section C
on the sofa This is a photo of …
family tree
Key words:
a photo of——woman in yellow——little girl in pink——woman in red
——man in green——on the sofa——big family
Section D
The main activities are 1, 2a and 5. 本课重点活动是1, 2a和5。
Ⅰ. Teaching aims and demands 教学目标
1. (1) Learn the following phonetic symbols:
/m/, /n/, /N/, /l/
(2)Learn some useful words and expressions:
happy, teach, only, after,look after
2. Review“What do/does … do?”:
(1)Michael, what do your parents do?
(2)What do you do?
(3)What does the man do?
3. Review the following sentences:
(1)Glad to meet you.
(2)Please have a seat.
(3)This is a photo of my family.
(4)Where does he/she work?
(5)Where do you/they work?
Ⅱ. Teaching aids 教具
音标卡片/图片/录音机/幻灯片/录像设备/小黑板/奖品/投影
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:15分钟)
1. (播放含有职业性对话的录音片断，进行师生互动。)
T: Now, let’s listen to the tape, and answer my questions.
(1)(播放医生询问病人病情的录音片断，可以是中文的。)
T: What does the man/woman do?
S1: He/She is a doctor.
(2)(播放老师上英语课的录音片断。)
T: What does the man/woman do?
S2: He/She is a teacher.
T: He/She teaches English.
(板书)
teacher —— teach
(3)(播放学生上课的录音片断。)
T: What do they do?
S3: They are students.
(以同样的方式进行其他听录音辨职业训练。)
2. (看录像/幻灯片/投影/图片，找出具有职业特征的人物。)
(老师让学生先很快地看一看录像/幻灯片/投影/图片，然后提出问题。)
T: Who can you see?
S1: I can see a teacher.
S2: I can see a doctor.
S3: I can see a driver.
…
(直到没有学生补充为止，然后再现材料，让学生仔细观察，师生合作，共同找出所有职业性人物。)
3. (看谁演得好:让学生上前表演各种职业所具有的特征，视情节需要可准备道具。)
S4: I am a … I work in a …(学生一边说一边做该职业所具有的标志性动作。)
S5: I am a … I work in a …(像S4一样)
(所有volunteers表演完毕后，师生一起评出“最佳演员”，并颁发奖品。如：英语本。)
4. (师生问答，引出新词汇。)
T: Who looks after you at school?
(板书)
look after
Ss: Our teachers.(可帮助学生回答)
T: Who looks after you at home?
Ss: Our parents.
T: You are happy. You have a happy family.
(由family这个词列出1中的家庭图片，导入1。)
Step 2 Presentation 第二步 呈现(时间:10分钟)
1. (教师打乱顺序出示1中附图的单词卡片，让学生拼读并归类。教学音标/m/, /n/, /N/, /l/。)
/m/ /n/
/N/
/l/
2. (播放1录音，并让学生跟读，直到读准确为止，完成1。)
3. (直接导入2a。)
T: Today we have a new friend, Peter. Do you want to know him?
4. (1)(让学生听2a，然后回答小黑板上所列的问题，老师核对答案。)
1. How old is Peter? 2. Where is he from?
3. Where does he live?
4. How old is his little sister?
(2)(播放2a录音，完成在小黑板上绘制的如下表格，以提高学生的听力技能。)
Family member Job Workplace
Peter

Father

Mother

5. (学生精读2a，猜测老师板书的单词的意思。完成2b。)
only, cute
(教学这两个新单词。)
Step 3 Consolidation 第三步 巩固(时间:6分钟)
1. (板书关键词，让学生复述2a。完成2a。)
Peter—come from—twelve—student—Beijing—father—doctor—hospital—mother—teacher—school—Rose—four—grandparents—look after
(学生有困难，老师要及时给予帮助，对复述流畅、准确的学生给予鼓励。)
2. (仿写短文，让学生把自己的家庭情况，用关键词概括，然后口述。)
3. (人物访谈：让两位学生表演，S1扮记者，S2扮“明星”。)
S1: Welcome to China, Mr./Miss …
S2: Thank you.
S1: May I know your family?
S2: Sure.
S1: What does your father/mother do?
S2: My father/mother is a (an) …
S1: Do you like China?
S2: Yes. I like China very much.
S1: Thank you very much.
S2: You’re welcome.
Step 4 Practice 第四步 练习(时间:4分钟)
1. (播放3录音，让学生了解大意，然后完成3，老师核对答案。)
2. (重放3录音，学生获取更多信息，并根据对话内容，复述Jack的家庭情况，完成3。)
3. (播放4a录音，学生跟读，复习本单元句型，完成4a。)
4. (播放4b录音，学生跟读，复习本单元重点语句。可安排学生用4a和4b的语句两人一组对话，完成4b。)
5. (老师出示小黑板，学习并操练本单元的特殊疑问句。)
对画线部分提问： (1) My parents are workers
do your parents ?
(2) I am a student.
do you ?
(3) The man works on a farm.
the man work?
(4) They work in a school.
they work?
(核对答案。)
Step 5 Project 第五步 综合探究活动(时间:10分钟)
1. (听叙述，画家谱。)
老师让一个或几个学生介绍自己的家庭情况，其他学生根据叙述，画出家谱，看谁画得最正确。
2. (人人都做小记者。)
学生扮记者，可以离开座位，去采访其他同学，把信息填写在5(2)的表格里。
3. Homework:
(根据5(2)采集到的信息，写一篇介绍家庭的小短文，完成5(3)。老师挑选几篇写得好的短文，粘贴在教室后面的《英语学习园地》栏。)
板书设计：
What does your mother do? Section D
teacher→teach
look after 1. /m/, /n/, / N/, /l/
only 2. What do your parents do?
cute 3. What does the man do?