4A Module 2 Uint 2 jobs-4AM2U2教案
4AM2U2教案
4A Module 2 Me, my family and friendsUnit 2 JobsTeaching aids: Multi-media, word cards, flash, Work sheet, etc教学设计说明学生情况分析:四年级学生通过三年多的英语学习，已经积累了一定的语言知识。
就词汇而言，学生在数词、食品类单词、水果类单词、学习用品类单词、玩具类单词、学校场所类单词等方面初有积累；就句型而言，学生能熟练运用to be句型、to have句型和can句型等。
因此，学生具有语言学习和交流的欲望，也愿意与同伴分享学习的快乐。
可以说，他们活泼好动、愿意表现，对游戏、竞赛、故事等尤感兴趣，有着较强的求知欲和表现欲。
模块教学任务分析:4AM2的学习主题为Me, my family and friends，从自身的了解转向家人或朋友的关注，从最基本信息的了解转向职业、服饰等多维信息的关注。
可以说，学习内容更加宽泛，学习要求也更加明晰，即学生已知的语言知识和已获得的语言技能成为其进一步开展语言学习的基础。
作为教师应该更关注于学生技能的训练以及语用能力的培养。
本模块，有家庭称谓的进一步学习（由直系转向旁系），有服饰名称的学习（由之前的听说要求转向四会要求），更有职业名称类单词的初次接触。
通过本模块三个单元的学习，使学生能更加完整地认识自身或他人，能更加完整、生动、立体地介绍自己或他人（包括家人、朋友、同学等），包括姓名、年龄、与描述者的关系、能力、喜好、心情与感受以及衣着等诸多方面。
单元教学任务分析:三百六十行，行行出状元。
本单元要求学生能具体学习与掌握常见的职业名称（可以适当补充生活中较为普遍的职业名称），学会准确的职业询问方式（包含对方的询问和他人的询问，还要关注问法的不同）。
在此基础上，初步了解相关职业的工作地点、衣着特征、所需的工作技能以及对社会的贡献等相关信息。
通过本单元的学习，让学生逐渐体会到‘Different people have different jobs. Every job is important. ’的朴素道理。
AMUJobs教案
Readthreerhymes.
Dopairworktoreciteoneofthem.
通读儿歌，便于最后的语言输出。
Assignment:
Readorrecite.
Write
.
.
分层作业：将所学儿歌读或背给父母听，满足班级中不同层次的同学的学习需求。
板书设计
4AM2U2Jobs
Difficultpoints:Usingwh-questionstofindoutaperson’sjob.
Materials:Student’sBook4A,Cassetteplayer,powerpoint.
Procedure:
Procedures
Contents
Methods
Purpose
Pre-task
Hecan____________.
Hebringsa_________.
Makeanewrhyme.
1)Showapatientandelicitthenewwords:doctor,nurse,ambulance
2)Makeanewrhymewiththenewwords.
开放性问题引出本课话题，激发学生的想象力和求知欲。
Materials:Student’sBook4A,Cassetteplayer,powerpoint.
Procedure:
Procedures
Contents
Methods
Purpose
Pre-task
Preparation:
:Downbythebusstation.
.
Singthesongtogether.
Introduce:busstation,.
4A新教材M1U2 教案
Module1 Getting to know youUnit 2 Abilities (period1)Topic: Listen and enjoy& Look and learnLanguage aims:Using the key words in contexte.g. paint, draw, read, write, swim, jumpUsing yes/no questions to elicit a positive or negative response e.g Can your pony sing?Ability aims:Students can introduce the friends’ abilities.Key points:paint, draw, read, write, swim well, jump highDifficult points:Using yes/no questions to elicit a positive or negative response e.g Can your…?Materials:Student’s Book 4A( P7)Cassette 4A and cassette playerMultimedia: PPTUnit 2 Abilities (period2)Topic: Look and sayLanguage aims:Using the modal verb can to express abilitiese.g. She can swim.Using the adverbs to modify a verb.e.g. She can run fast.Using yes/no questions to elicit a positive or negative response.e.g. Can she swim? Yes, she can swim very well.Ability aims:Students can say the dialogue.Key points:Using the modal verb can to express abilitiesDifficult points:Have the Ss exchange information in pairs by asking and answer yes/no questions. Materials:Student’s Book 4A( P8)Cassette 4A and cassette playerMultimedia: PPTUnit 2 Abilities (period3)Topic: Look and readLanguage aims:Using yes/no questions to elicit a positive or negative response.e.g. Can Superdog fly too?Using wh-questions to find out specific informatione.g. What can you do?Using the connective and to link idease.g. I can swim very well, and I can fly very high.Ability aims:Have the Ss role-play a talk show about abilities in groups of three.Key points:Using the modal verb can to express abilitiesDifficult points:Encourage the Ss to use the words and sentences to act out the interview. Materials:Student’s Book 4A( P9)Cassette 4A and cassette playerMultimedia: PPTUnit 2 Abilities (period4)Topic: Play a gameLanguage aims:Using the connective but to link contrasting ideas.e.g. He can swim well, but he can’t skip.Using yes/no questions to elicit a positive or negative response.e.g. Can she swim? Yes, she can swim very well.Ability aims:Use the modal verb can and its negative form can’t to express others abilities.. Key points:Using the modal verb can to express abilitiesDifficult points:Writing several sentences to describe a person’s abilities.Materials:Student’s Book 4A( P10)Cassette 4A and cassette playerMultimedia: PPTUnit 2 Abilities (period5)Topic: Play a gameLanguage aims:Using yes/no questions to elicit a positive or negative response.e.g. Can she swim? Yes, she can swim very well.Identifying the pronunciation of ‘-sp’ in words such as wasp and crisps e.g. wasp, crispsAbility aims:Remind the Ss to use the verb can.Key points:Using the modal verb can to express abilitiesDifficult points:Pronouncing the sound “-sp “correctly in words such as wasp and crisps.. Materials:Student’s Book 4A( P11)Cassette 4A and cassette playerMultimedia: PPT。
4AM2U2-Jobs课件
Wow...
This is a ...
They can see a fire engine in it. It is big and red. It can help firefighters put out the fire.
No, I’m a ... … can … … like …
Fire is … Are you …, Mr Xu?
Don’t play with the fire, children.
Yes, Mr Xu.
They can see a sign（标志） on the wall, too. It means ‘Don’t does play with dangerous. What thefire’. signIt’s mean?
firefighter
Look at the fire! We can call What can wethe do?
fire station. One, oБайду номын сангаасe, nine! fire station
119
What They bring do the the fire firefighters engine. bring（带来）? What The brave do the firefighters They put out the fire. firefighters put out the fire! do? They are brave. What do you think of
They can see some pictures on the wall. Mr Xu is not afraid of fire, because he can help people and he likes his job.
四年级上册英语教案- M2U2 Jobs (Period 2) 上海牛津版(试用版)
在快速反应中操练所学句型，反复操练，加深印象。
看与职业相关的物品图片，增加句型操练的趣味性。
运用第一人称来操练运用句型，在趣味性很强的活动中输出语言。
Post-task
activity:
1. Talk about the parents.
1.Introduce the family.
M2U2 Jobs
(Period2)
Book: Oxford English Book(Shanghai Edition)4AM2U2
Topic: Jobs
Teaching aims: 1. Words: teacher, student, cook, bus driver
2. Structure:What does your father/mother do? He/She is a…
What’s his/her job?
Main points: Using wh-questions to find out a person’s job.
Using yes/no questions to elicit a positive or negative response.
Difficult points: Using wh-questions to find out a person’s job.
3) Quick response: Answer the questions as quickly as they can.
4) Do pair work: Guess the job according to the pictures.
1) Introduceanotherquestion to talk about one’s job.
Module4Unit2单元整体教案
（五）总结回顾（用时5分钟）
今天的学习，我们了解了如何用英语询问地点和路线，以及现在进行时态的基本概念和应用。通过实践活动和小组讨论，我们加深了对这些知识点的理解。我希望大家能够掌握这些知识点，并在日常生活中灵活运用。最后，如果有任何疑问或不明白的地方，请随时向我提问。
五、教学反思
在今天的教学中，我发现学生们对《Module 4 Unit 2》的内容表现出较高的兴趣。他们在学习询问地点和路线的句型以及现在进行时态的应用时，积极参与，课堂氛围良好。以下是我对今天教学的一些思考：
首先，通过提问导入新课的方式，成功引起了学生们的兴趣。他们将生活中的实际场景与所学内容联系起来，这有助于提高他们的学习积极性。在今后的教学中，我将继续采用这种贴近生活的问题导入方式，激发学生的学习兴趣。
3.成果展示：每个小组将向全班展示他们的讨论成果和角色扮演的结果。
（四）学生小组讨论（用时10分钟）
1.讨论主题：学生将围绕“现在进行时态在生活中的应用”这一主题展开讨论。他们将被鼓励提出自己的观点和想法，并与其他小组成员进行交流。
2.引导与启发：在讨论过程中，我将作为一个引导者，帮助学生发现问题、分析问题并解决问题。我会提出一些开放性的问题来启发他们的思考。
我们要了解现在进行时态的基本概念。现在进行时态是描述正在进行的动作或状态的时态。它在日常交流中非常重要，因为它帮助我们描述当前正在发生的事情。
2.案例分析：接下来，我们来看一个具体的案例。这个案例展示了如何使用现在进行时态来询问路线，以及它如何帮助我们解决实际问题。
四、教学流程
（一）导入新课（用时5分钟）
初中英语外研版m4u2教案
初中英语外研版m4u2教案一、教学内容二、教学目标1. 学生能够掌握与职业、理想、未来相关的词汇，并能运用这些词汇进行简单的交流。
2. 学生能够正确使用“going to”结构来表达将来时态。
3. 学生能够理解Millie的未来规划，并能用英语表达自己的未来理想。
三、教学难点与重点1. 教学难点：词汇的掌握与运用；“going to”结构的正确使用。
2. 教学重点：阅读理解能力的培养；用英语表达自己的未来理想。
四、教具与学具准备1. 教具：多媒体课件、黑板、粉笔。
2. 学具：英语课本、词汇表、练习本、彩色笔。
五、教学过程1. 导入：通过展示不同职业的图片，引导学生谈论自己的未来理想，激发学习兴趣。
2. 新课内容呈现：a. 学习词汇：通过PPT展示，让学生跟读、拼写、运用新词汇。
b. 学习语法：讲解“going to”结构，并给出例句，让学生模仿练习。
c. 阅读理解：让学生阅读Millie's future部分，回答相关问题，提高阅读能力。
3. 例题讲解：针对词汇和语法点，给出典型例题，进行讲解和练习。
4. 随堂练习：让学生根据所学内容，进行词汇填空、句子翻译等练习，巩固知识。
5. 小组活动：分组讨论，让学生用英语分享自己的未来理想，并使用“going to”结构。
六、板书设计1. 词汇：jobs, ambitions, future等。
2. 语法：“going to”结构。
3. 阅读理解：Millie's future。
七、作业设计1. 作业题目：用英语写一篇关于自己未来理想的短文，至少80词。
2. 答案：略。
八、课后反思及拓展延伸1. 课后反思：关注学生在课堂上的参与度，及时调整教学方法和节奏。
2. 拓展延伸：鼓励学生在课后了解更多关于不同职业的信息，为未来的职业规划做好准备。
同时，建议学生观看与未来职业相关的英语视频，提高英语听说能力。
重点和难点解析1. 教学难点与重点的确定。
4AM2U2Jobs教案
Module2 Unit2Jobs(Period1)Book: Oxford English Book(Shanghai Edition)4AM2U2Topic: Call the fire stationTeaching aims: 1. Words: fire, firefighter, fire station, call, bring, engine, brave,police officer, doctor, nurse2. A rhyme: Look at the …Call the …Bring the …The brave……Main points: Using nouns to identity people’s jobs.Difficult points: Identifying the key words by listening to the pronunciation. Materials: Student’s Book4A, Cassette player, power point.Procedure:Module2 Unit2Jobs(Period2)Book: Oxford English Book(Shanghai Edition)4AM2U2Topic: Different jobsTeaching aims: 1. Words: teacher, student, cook, bus driver2. Structure: What does your father/mother do? He/She is a …What’s his/her job?Main points: Using wh-questions to find out a person’s job.Using yes/no questions to elicit a positive or negative response. Difficult points: Using wh-questions to find out a person’s job. Materials: Student’s Book4A, Cassette player, power point. Procedure:Module2 Unit2Jobs (Period3)Book: Oxford English Book(Shanghai Edition)4AM2U2Topic: Visiting a fire stationTeaching aims: 1. Words and phrases: fire station, fire engine, dangerous, afraid 2.Structure: Welcome to... You’re welcome.Main points:Using modeled sentences to introduce a person or a placeUsing formulaic expressions to respond to thanksUnderstanding dialogues about people’s jobs.Difficult points:Using modeled sentences to introduce a person or a placeMaterials: Student’s Book4A, Cassette player, power point.Procedure:Module2 Unit2Jobs(Period4)Book: Oxford English Book(Shanghai Edition)4AM2U2Topic: JobsTeaching aims:ing the key words and sentences to talk and write about people’s jobse.g. what does your father do?2. Identifying the pronunciation of dr- and pr- in words such as dress and princesse.g. dress, princess4.Main points: Reading the key words, sentences and the text aloud with the appropriate pronunciation and intonation.Difficult points: pronouncing the sounds dr- and pr- correctly in words such as dress and princessMaterials: Student’s Book4A, Cassette player, power point.Procedure:。
2024年初中英语外研版m4u2教案
2024年初中英语外研版m4u2教案一、教学内容本节课选自2024年初中英语外研版教材M4 Unit 2，主要内容包括：Grammar focus: the use of “used to” and “be used to”; Vocabulary: words related to changes; Reading: a text about changes in a city; Listening: a conversation about changes in people's lives.二、教学目标1. Students can understand and use the structures “used to” and “be used to” correctly.2. Students can describe changes in their environment and daily lives using appropriate vocabulary.3. Students can improve their reading and listeningskills understanding and interpreting a text and a conversation about changes.三、教学难点与重点1. The correct use of “used to” and “be used to”.2. The description of changes using specific vocabulary.3. Developing reading and listening skills to understand and analyze a text and a conversation.四、教具与学具准备1. Textbook and workbook.3. Handouts with exercises and vocabulary lists.4. Answer keys for selfchecking.五、教学过程1. Introduction (5 minutes)Set a practical context showing pictures of a city before and after changes.Elicit students' ideas about the changes and encourage them to express their opinions.2. Vocabulary presentation (10 minutes)Introduce new vocabulary related to changes, using pictures and examples.Conduct activities to practice the new words, such as matching and group discussions.3. Grammar focus (15 minutes)Explain the use of “used to” and “be used to” with examples.Provide practice exercises for students to use the structures in sentences.4. Reading and listening (15 minutes)Play the listening conversation, and students answer related questions.5. Group work (10 minutes)Divide students into groups and assign tasks to describe changes using the learned vocabulary and grammar structures.6. Guided practice (5 minutes)Provide guided exercises for students to practice reading and listening skills.Offer feedback and corrections to ensure understanding.7. Production (10 minutes)Ask students to create a short dialogue or story about changes in their own lives using the learned vocabulary and grammar.Share and discuss the productions among classmates.六、板书设计1. Write the key vocabulary and grammar structures on the board.2. Use a mindmap to visually represent the changes in the city.3. Include example sentences and exercises for students to refer to during practice.七、作业设计八、课后反思及拓展延伸1. Reflect on the effectiveness of the practical context, vocabulary presentation, and group work activities.2. Consider adjustments for future lessons to enhance student engagement and understanding.3. Extend learning exploring additional resources, such as online videos or articles about changes in different cities or cultures.重点和难点解析1. 教学难点与重点的明确；2. “used to”和“be used to”的正确使用；3. 词汇的呈现与实践；4. 阅读和听力的教学过程；5. 课堂活动的组织与反馈；6. 作业设计与答案提供；7. 课后反思与拓展延伸。
2022年教学教材《Module4 Unit2 精品学案》优秀教案
2她也和我们参加同样的训练。
____________________________________________________________3开始工作时，我总感觉很困倦而且不快乐。
_____________________________________________________________________
自我反思
第3页
Toma
6 He went to wor b ______________ for evera ear
7 He bought ____________ in Januar
8 He arrive at wor with _____________ on hi face
Richard
9 He tarted running ___________
7为什么不……？______________ 8去跑步___________________
9喜欢跑步____________________ 10全身____________________
11太……而不能……__________________
ⅣTranate the entence
1现在每天通过带它去散步我得到了锻炼。
____________________________________________________________
4我们为何不在上学前跑步呢？
____________________________________________________________
5或许我太柔弱而不能做任何锻炼。
4AM2U2教案1
4AM2U2 JobsP1教学目标1．能学习和掌握职业名称类单词，如：doctor, police officer, firefighter和bus driver等，做到音、形、义的统一；2．了解所从事职业的工作地点、衣着特征、所需的工作技能以及对社会的贡献等相关信息；介绍Jill的家庭职业。
3．能体会职业的普遍性及重要性。
重点难点1. 能学习和掌握职业名称类单词，做到音、形、义的统一；2．了解所从事职业的工作地点、衣着特征、所需的工作技能以及对社会的贡献等相关信息；Topic：My dream jobTeaching procedureSteps Teacher’s activities Student’s activities PurposePre-task preparation 1.sing a songT: First let’s sing a song.I want to be a teacher when Igrow up.2. Watch the videoAnd I give you a video andwatch it.3. Ask and answerWho is the tall man?What does Yao Ming want tobe?So police officer, interviewer ,farmer, trainer,they are jobs.Now read after me job4. Lead to the themeYao ming has many dream jobs.You have dream jobs. Jill and herfamily have some dream jobs too.So today let’s know more aboutJill. Ok?Sing a song(I want to be)1) He is Yao ming.2) May be he wants to be a policeofficer, cooker, farmer, trainer andso on.JobLearn the jobO /O/ job通过视频，让学生快速进入学习状态。
Module2Unit2Jobs(教学设计)牛津上海版(试用本)英语四年级上册
Oxford English 4A Module2 Unit 2 JobsPeriod 1 Great jobs 教学设计一、教材分析1. 教材内容：沪教版牛津小学英语4A M2U2 Jobs P2226二、单元教学目标知识与技能1.能正确认读、理解、拼写、使用本课核心词汇:doctor,nurse,teacher,student, police officer, firefighter, cook, bus driver来描述他人职业。
2.能朗读并运用核心句型：What does...do? He/She is...来介绍他人的职业和能力。
3.知晓辅音字母组合dr和pr的发音，并能正确朗读含有dr和pr的单词。
4.能围绕话题：My dream job进行语段写作，语言基本正确，语句基本规范。
策略与方法1.通过倾听、阅读、表演等方式，了解各类工作的英语名称与所担负的职责；2.通过同桌讨论，小组合作等方式对自己父母的工作进行简单陈述，尝试完成介绍，内容正确，表达流利；3.通过问题导向，阅读提炼，朗读感悟，描述体验等来学习他人和介绍自己梦想中的职业；文化与情感1.通过对不同职业的了解，感受不同职业在我们生活中的意义，同时激发学习英语的兴趣。
2.通过介绍自己父母的职业来体会父母工作的意义，并体验父母工作的辛劳。
3.通过描述自己梦想的职业来初步树立自己的职业理想和为社会服务的意识。
语用任务学生能够用核心词汇和基本句型介绍我梦想的职业。
三、分课时目标四、单课教学设计（第一课时）(一)单课教学目标■教学目标：1.能在语境中听懂、正确朗读相关词汇：teacher,cook,doctor,nurse, police officer, firefighter等，语音正确。
2.能用核心句型What does...do? He/She is...描述职业特征。
3.通过介绍自己父母的职业来体会父母工作的意义，并体验父母工作的辛劳。
4AM2U2Jobs教案设计
Module2 Unit2Jobs(Period1)Book: Oxford English Book(Shanghai Edition)4AM2U2Topic: Call the fire stationTeaching aims: 1. Words: fire, firefighter, fire station, call, bring, engine, brave,police officer, doctor, nurse2. A rhyme: Look at the …Call the …Bring the …The brave……Main points: Using nouns to identity people’s jobs.Difficult points: Identifying the key words by listening to the pronunciation.Materials: Student’s Book4A, Cassette player, power point. Procedure:Module2 Unit2Jobs(Period2)Book: Oxford English Book(Shanghai Edition)4AM2U2Topic: Different jobsTeaching aims: 1. Words: teacher, student, cook, bus driver2. Structure: What does your father/mother do? He/She is a … What’s his/her job?Main points: Using wh-questions to find out a person’s job.Using yes/no questions to elicit a positive or negative response.Difficult points: Using wh-questions to find out a person’s job. Materials: Student’s Book4A, Cassette player, power point. Procedure:Module2 Unit2Jobs (Period3)Book: Oxford English Book(Shanghai Edition)4AM2U2Topic: Visiting a fire stationTeaching aims: 1. Words and phrases: fire station, fire engine, dangerous, afraid2.Structure: Welcome to... You’re welcome.Main points:Using modeled sentences to introduce a person or a placeUsing formulaic expressions to respond to thanksUnderstanding dialogues about people’s jobs.Difficult points:Using modeled sentences to introduce a person or a placeMaterials: Student’s Book4A, Cassette player, power point. Procedure:Module2 Unit2Jobs(Period4)Book: Oxford English Book(Shanghai Edition)4AM2U2Topic: JobsTeaching aims:ing the key words and sentences to talk and write about people’s jobse.g. what does your father do?2. Identifying the pronunciation of dr- and pr- in words such as dress and princesse.g. dress, princess4.Main points: Reading the key words, sentences and the text aloud with the appropriate pronunciation and intonation.Difficult points: pronouncing the sounds dr- and pr- correctly in words such as dress and princessMaterials: Student’s Book4A, Cassette player, power point. Procedure:。
少儿英语教案 4A-U2 Activities we like
4A U2 Activities we like一、教学内容与教材分析：本节课是教授的是Longman 4A Unit 2 activities we like 讲述自己在空闲时间喜欢做的活动或自己不喜欢做的活动。
本节课是本单元的第一课时的新授课，主要教授单词句型，能够进行简单的写作。
4A朗文的这套教材每个单元的主题都比较贴合生活实际，学生能够通过主题单元的学习把英语和实际生活相结合。
二、学生分析本节课教授的对象是四年级的学生。
这个班的学生在树童学习的比较久，从3A 升期学习到4A。
本班9个同学，大部分同学基础比较好，有一个同学基础比较差。
具备听说读写的综合语言运用能力，上课都是比较积极活跃的。
三、教学目标：1. 知识目标：学生能够掌握有关活动的单词play chess/ play online games/ read the newspaper/read comics/read magazines/go camping/go hiking/go swimming/go cycling/go ice-skating/go shopping/chat online/surf the Net，能够运用句型流利准确介绍自己在空闲时间喜欢的活动。
What do you like doing in your spare time? I like going swimming. 能够使用频率副词表述做某一活动的频率。
Do you like going cycling? Yes, I do. I always/ often/sometimes go cycling on Sundays. No, I don’t. I seldom/never go cycling.2. 能力目标：学生能够根据时间表来介绍自己的在空闲时间喜欢的活动，以及运用频率副词进行简单介绍。
能够运用句型询问他人喜欢做的活动。
能够根据mind map 来简单描述自己的在空闲时间喜欢或不喜欢的活动。
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Procedure
Contents
Method
Purpose
Warming up
Say a rhyme
Ask students to come to the front and have the students make a rhyme about their jobs.
dangerous
What’s dangerous in our life?
Sing together
1.Put on a mask and ask:
What am I?
2. Pair work and act out.
Learn it together
Look at the picture
Ask and answer.
Topic:Jobs
Teaching aims:
ing the key words and sentences to talk and write about people’s jobs
e.g. what does your father do?
2. Identifying the pronunciation of dr- and pr- in words such as dress and princess
Learn the sounds
The princess has a___.
She likes the___.
She doesn’t care about the price.
1.Find out the same pronunciation
2.Pair work and act out.
____is/are dangerous.
I’m afraid of it/them.
Don’t ____________.
Keep safe!
1.Divide the students into pairs to act the dialogues.
Procedure
Contents
Method
Purpose
Ⅰ.Warm-up
Ⅱ.Revision
Ⅲ.While task
procedure
Practice:
1.Say a rhyme
Look at the fire
Make and play
What am I?
Show the flash
Show pictures
营造学习氛围，愉快步入英语环节.
通过听故事的方式去引入学习新句型，较通俗易懂。
操练dangerous
学生容易接受。
为了让学生更好的理解与运用，培养学生的连续说话能力。并进行生命教育。
让学生分角色扮演。培养学生说话能力。
让学生将听到的内容用第三人称单数的形式转述别人的介绍内容，训练听力和转述能力。同时为下面的说话训练做准备。
e.g. dress, princess
4.Main points:Reading the key words, sentences and the text aloud with the appropriate pronunciation and intonation.
Difficult points:pronouncing the sounds dr- and pr- correctly in words such as dress and princess
(Period3)
Book:OxfordEnglish Book(ShanghaiEdition)4AM2U2
Topic:Jobs
Teaching aims:
ing wh-questions to find out a person’s job
e.g. what does your father do?
轻松上口的儿歌使学生很快投入到学习英语的氛围中，预先给学生做了一个铺垫。
Revision
1. a guessing game
Guess what job the person does.
同学学会听，并能听出其中的主要信息。
Ⅲ.While task
procedure
Make and play
Do a survey
ing modeled sentences to introduce a person or a place
e.g. This is Mr Xu. He’s Jill’s father. This is a fire station.
ing formulaic expressions to respond to thanks
让学生谈论家庭成员的工作，通过设计加深学生印象.
Assignment:
1.Listen and read after the tape.
2. Write about student’s family members’ job
(Period4)
Book:OxfordEnglish Book(ShanghaiEdition)4AM2U2
2.Select pairs to act the dialogues to the class.
Students vote for the best pair.
3Read and tick
4.Fill the blanks
5.Have the students introduce their family members’ jobs to each other in pairs. Then invite several students to introduce their families the class.
e.g. You’re welcome.
4.Main points:Understanding dialogues about people’s jobs.
Difficult points:
Writing several sentences to introduce a person’s job
Materials: Student’sBook4A, Cassette player