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1、独家文档请勿盗版感谢支持Unit 6 whats your job?一、学情分析 本单元的教学重点是掌握关于职业的词汇，正确及熟练运用英语来了解他人或者介绍自己的职业信息。从学生的学习内容而言，本单元和同学们的日常话题及生活联系较紧密，比较能吸引他们的兴趣。因此，教师在教学时应充分利用这一特点开展小组记忆大PK，做动作猜职业等活动，让学生开动起自己的脑筋并积极大胆的开口说英语，纠正学生在运用使得一些小错误，如do和does的运用等。让学生说出来的英语更加的纯正，准确以提高他们对英语的自信。由于本单元和同学们的日常话题及生活联系较紧密在教学的过程中教师可充分利用自己的一些图片，表演，手势语及准确
2、的引导，使自己的教学在一种英语的环境里进行，让学生在体验英语的过程中加深对英语的理解，并培养学生良好的英语学习习惯。本单元设计成四个课时：第一课时 lead-in + listening and speaking第二课时 reading and writing第三课时 language in use第四课时 unit task 第一课时 Lead-in + Listening & Speaking二、教材分析1教学内容本课时系教材英语 预备级（基础模块）第六单元的第一课时，包括Lead-in & Listening and speaking两部分，具体内容为：职业相关词汇，听懂并掌握询问和提供
3、个人职业信息的词汇、句型。2教学重点、难点教学重点职业相关词汇，听懂并掌握询问和提供个人职业信息的词汇、句型教学难点个人职业信息的词汇、句型三、教学目标1. 知识目标掌握职业相关的词汇，如manager, policeman, cleaner, teacher, doctor, nurse, waiter, secretary, babysitter, taxi driver, fireman, typist, farmer, receptionist, farmer, salesperson, cashier, worker, chef.掌握提供或询问职业时所使用的句型，如： -What d
4、o you do? -I am a-What does she do? -She is a-Whats your job? I am a 2. 能力目标学生能听懂关于询问和提供职业信息的对话。学生能编写关于询问和提供职业信息的对话。(3) 对职业相关词汇的听、说、读、写的掌握。3. 情感目标（1）在真实情景交流中，师生间、生生间建立融洽的关系，主动参与、相互赏识。（2）培养学生对英语的正确态度，提高对英语的兴趣。四、教学步骤Step One Lead-in （10m）1. Show the students pictures of some famous persons. Have the s
5、tudents say something about the famous persons and highlight their jobs. （设计意图:用一些他们熟悉或喜欢的明星引出本单元的话题能吸引学生的兴趣，同时也能使学生放松自己的情绪，让学生在一种轻松的气氛中学习。）2. Brainstorm words of jobs. Teach them the following words with the help of pictures or, if possible, have the students guess while the teacher acting.Words to
6、 be taught:manager, policeman, cleaner, teacher, doctor, nurse, waiter, secretary, babysitter, taxi driver, fireman, typist, farmer, receptionist, farmer, salesperson, cashier, worker, chef.（设计意图: 通过头脑风暴，我们可以快速搜集大量的职业方面的词汇，有学生自己的参与也更有利于学生的掌握。）3. Activity 1: Look and write. Have the student look at t
7、he pictures and write down their jobs.4. Activity 2: Think and fill. Discuss the following with the students, then fill in the blanks.1. My father is a_.2. My mother is a_.3. I want to be a _in the future.（设计意图: 通过这两个活动巩固职业相关准备，为后期的听力训练做好准备。）Step Two Listening and speaking (25m)1. Listen and tick. R
8、ead the questions in activity 3 with the students as a whole. Students listen to the tape and tick the questions they heard. （设计意图: 让学生认识了解询问工作的用语为接下来的活动做好准备。）2. Listen and choose. Have the students recognize the words in activity 4. Students listen to the tape and choose the jobs mentioned in the d
9、ialogues.3. Listen and write. Listen to the dialogue and write down each persons jobs. Sara: _ Mr. Brown: _ Son: _ Mrs. Brown: _ （设计意图: 通过这两个活动让学生进一步熟悉询问工作的用语，并巩固相关词汇。）4. Activity 6: Listen and underline. Students listen to the dialogue and underline the sentences about asking somebodys job. （设计意图:
10、让学生对询问工作的用语有一个更清晰的理解，使学生有信心完成下面的输出活动。）5. Practice. Look and practice: Have the students look at the pictures in activity 7 work in groups of three and make up dialogues basing on the pattern in activity 6. Invite several groups ti demonstrate their dialogues. Give them proper evaluation. (设计意图:实际应用所
11、学内容，上台展示对话并得到适当且具有鼓励性的评价不仅锻炼学生的胆量而且能提高学生对于学习英语的信心。)6. Activity 8. Listen and mark. Have the students listen to the dialogue and mark the words that are stressed. Then have a check with the students as a whole. Ask the students find the difference between do and does in the sentences “What do you do?
12、” and “What does he do?” Explain the word “does”.7. Practice. Look at the picture and the words in activity 8. Have the students work in pairs and make their own dialogues. Ask some pairs to show their dialogues. （设计意图：通过这个活动调动学生思考，发现，解决问题并最终能准确的运用“What do you do?”和“What does he do?”这两个句型。）Step Thre
13、e Summary and Production (9m)1. Make a short summary of what weve learned today. (1)key vocabulary：manager, policeman, cleaner, teacher, doctor, nurse, waiter, secretary, babysitter, taxi driver, fireman, typist, farmer, receptionist, farmer, salesperson, cashier, worker, chef. (2)everyday English a
14、bout talking about jobs: a. -What do you do? -I am a doctor. b. -What does you father do? -He is a writer. c. -Are you a driver? -Yes, I am. What about you? -I am a worker.2. Practice. Have the student read the sentences in Everyday English. Give them two minutes to recite them. Have a competition a
15、nd see who is the fastest to finish reciting the sentences. （设计意图：对本课时所学集体做个小结，让学生明确单元教学目标。进行一个小的速度之战能调动学生的学习欲望，帮助学生更牢固的记住所学的句型。）3. Practice. Give each student a piece of paper. Have them interview their neighbor for theirfamilies jobs and fill in the form as the following. Then have a report.A fami
16、lyB familyC familyD familyfathermotherfathermotherfathermotherfathermother（设计意图：通过这个活动让学生充分运用本节课所学知识，及时发现问题并加以纠正请学生当堂汇报采访结果，训练学生的口语和听力以及语言组织能力）Step Four Homework (1m)1. Practice the dialogues in activity 6 and activity 8.2. Write a short passage to introduce their families jobs.五、板书设计Words:manager,
17、policeman, cleaner, teacher, doctor, nurse, waiter, secretary, babysitter, taxi driver, fireman, typist, farmer, receptionist, farmer, salesperson, cashier, worker, chef.-What do you do? -I am a doctor.-What does you father do? -He is a writer.-Are you a driver?-Yes, I am. What about you?-I am a worker. 武汉市第一职业教育中心学校 张亚