课时

                  The Second Period

教学内容

 Parts A and D

课型

  Dialogue Teaching

教学

目标

1. Revise the content learned last class by reporting their homework.

2. Be able to act out the dialogues in Part A and Part D and grasp “pupil

3. Be able to make up their own dialogues or stories with the new sentence patterns.

4. Be able to know the culture: they can’t ask sb’s occupation in some western countries, It is their privacy. 

重点

难点

Be able to make up their own dialogues with the new sentence patterns.   

教具

学具

 Some word cards and figure photos.

教学过程

步骤、内容、时间

教师活动

学生活动

设计意图

I. Warming up

(5 mins)

1. Greet with the song “good morning”.

2. Assessment way

3. Revise the occupation words.

II．Presentation and drill

（22 mins）

Learn Part A

Learn Part D

IV. Practice

(4 mins)

Writing

V. Consolidation

  (8mins)

A classmates party after twenty years

Homework

   (1 min)

1.T: Good morning to you, good morning to you…good morning my pupil, good morning to you.

2. the same as the last lesson. T devides them into groups.

3. T: Please chant with the rhyme together.

Pupil, ～, I’m a pupil.(pic.)

Teacher, ～,You’re a teacher.(pic.) Nurse, ～,she’s a nurse. (pic.)

Driver, ～,She’s a driver. (pic.)

Doctor, ～,He’s a doctor. (pic.)

Postman, ～,He’s a postman. (pic.)

Farmer, ～, He’s a farmer. (pic.)

1. T: Who can you see in the chant?

2. T shows them the ppt without any words of Part A and asks: Who can you see?

3. T: Well, what are they talking? Please listen and number.

4. T: Please listen , watch ,repeat and check your answers.

5. T: work in threes and act out according to the ppt.

1. T shows them the ppt. without words of Part D and asks: Now  who can you see? What are they talking? Please  read the story of part D  quietly and tick(√) or cross( ×).

1) Dino is a dinosaur.(  )

2) Tim is a pupil.(  )

2. Play the DVD and let them watch and read loudly, then check the answers.

3. Please practise the story and act out it pairs.

1.T:Youare wonderful! Look! You’ve got so many pictures in your groups again. Please describe your pictures in groups. You can write like this: He/She is a teacher.

T goes around to check their writing.

1. T: Hello. There is a classmate party after 20 years. You meet your best friends in the party. You are talking about your own and other occupations. Please put on your occupation mask and join the party. You can use: Nice to meet you. Are you a teacher? Who’s he/she? Is he/she Li Ming? Is he/she a doctor?

PPT shows them the sentence patterns and some occupation pictures and the words: policeman pilot

sailor boss CEO…

2. Act out.

3. Tell them the culture: You Can’t ask  sb’s occupation in some western countries. It’s their privacy. And it is better do not ask sb’s occupation in China.

1. Recite the text of Part A as possible as they can.

2. Write a sentence under their occupation pictures what they pinned at home.

3. Prepare to report their family members’ occupations.

1. Sing the song and make a greeting with T.

2. Come on for themselves.

3. C chant with actions to revise the occupation words.

1.Tell me who they can see.

e.g. I can see a pupil…

2.Ss: I can see Lingling, Peter and Mingming, a farmer…

3. Take out their paper , then listen and number by themselves.

4. Imitate and check the answers. Try to understand all.

5. Work in threes and act out.

1. Read the story silently by themselves and tick or cross.

2. Watch ，read  and try to understand the story.

3. Practise and act out the story.

1. Write down their sentences under each pictures in groups.

1. Have a happy classmate party and talk about their names and occupations.

2. Act out.

3.Listen and know about it.

1.2.3.Write down their homework.

1.将teacher, pupil在轻松愉快的音乐问候中出现，既活跃课堂，又为下文学习职业奠定基础。

2.沿用上节课的评价方式和手段，可以弥补某些同学不足的职业图片，继续为写做准备。

3.在音乐节奏声中看着图片复习已学单词和句型，为学习课文和理解故事奠定基础。将新单词pupil放在最前面突破它的学习。

1.设置疑问，拓宽语言的运用，为引出课文A部分做准备。

2.引出课文，给学生进行听力标序的做题指导。

3.培养学生初步听力的能力。

4.观看，模仿是理解和学习英语课文必要的也是很重要的手段和方法。引导学生通过观看、模仿、朗读检验自己的听力水平。

5.练习和表演课文有助学生更好的理解和背诵课文，为下面的拓展奠定语言基础。

1.整堂课老师用：who can you see?来引导学生有效理解课文，培养学生初步阅读和理解故事的能力。判断题的出示更加让学生有了阅读的目标。

2.3.有助于学生更好地理解故事。

1.引导学生在上课时看图写单词的基础上写句子，慢慢提高学生看图写话的能力，而且分组写句子有利于帮助不同层次的学生提高写的能力，是很好的学习策略的指导。

1.2.将这项活动放在课文故事后面，有助于学生更好的利用故事中的知识编出对话，带上面具，营造了真实的语言环境，增强了语言输出的能量，还有利于学习能力强的同学获取更多的课外知识或展现自己更多的课外知识，同时激励学生树立远大的学习理想。

3.让学生具有文化意识是学习语言必不可少的知识。

1.多背多读是一种好的外语学习方法.

2.将写句子的能力延生到课堂之外，避免呆板的抄写单词作业。

3.为下节课的演讲做准备，提高课堂效率，而且鼓励学生通过各种途径获取更多的课外知识。

板书设计

Unit 10 Is he a farmer?

Are you a pupil?

Yes, I am.

评价设计

1）仍然用上节课的评价方式来进行过程评价，将评价图片由书写单词提升为书写句子，进行循序渐进的书写指导和学习策略指导，充分利用了上节课和这节课的课堂评价资源。

教学反思

（亮点与不足）

1) 亮点：充分利用评价资源，指导学生看图写句子，书写指导和学习策略指导成循序渐进式；渗透了中外文化意知识，让学生进行得体语言的运用；通过真实的情境活动让学生树立远大的理想，进行了情感教育。

2）不足：学具准备要充分，才能让课堂生辉。