2. 在所有单词导入后，以小组为单位，将所有单词按不同的标准分类，如：适合男人的工作，适合女人的工作等，通过这项活动，学生能将所学单词落到笔头上，同时是对所学单词的又一次巩固，而且不同的组有不同的分类原则，开发了同学无限的想象空间。

　Task 2: Know what your group members’ parents do.

　目　　 的：通过这个任务，学生能应用本单元的主要句型，询问本组成员父母的工作。

　课堂活动：

1. 教师向每个小组发放一份关于工作的描述，竞赛看那个小组最先猜出答案，并将本组的谜语提供给全班，让其他组竞猜，这可以将学生的注意力，吸引到课堂上来，并对同学年的谜语加以思考。此活动以小组为单位，让学生通过谜语来猜测工作的名称，猜对者给小组加分。

　The riddles supplied by the teacher:

　1) I work in the hospital every day. My work is very hard but also very important. The doctors and patients need my help. I help the doctor and look after the patients. I always wear white clothes. People call us “angels in white”.

　2) I drive a car every day, but the car is not mine. There are many people sitting in my car every day. After they go out of the car, they must pay me money.

　3) My job is very difficult but interesting. I help people on the court. If I succeed I will get lots of money, but if I fail, I get no money.

　4) I am very proud of my job. Because I am like your mother. I will tell you what is right and what is wrong. Sometimes I am very strict.

　5) I work outside; I am very busy because there are many letters in my bag, and I must give the letters to different people.

　6) I work in a restaurant and I always carry some fruits and dishes. I often ask people: What would you like? I am really very busy.

2. What do you want to be?　　 I want to be a teacher.

　　　　　　 What does she want to be?　　 　She wants to be a singer.

　 本节课流程图

　教学板块设计

　Task 1：Know the names of the different jobs

　目的：通过这个环节，教师完成本单元的新单词的导入，通过提供给学生对于不同工作的具体描述，让学生猜出工作的名称，这样为整节课任务的完成奠定最基本的词汇基础。在做猜谜游戏时学生能够做到精神集中，并能激发学生的学习兴趣。

　课前准备：教师需要准备关于teacher, nurse, engineer, manager, air hostess, lawyer, doctor, clerk, reporter, police等工作的具体文字描述。

　课堂学生活动：

3. 学会简单的介绍自己将来的理想。

　教学导向：

　重点词汇：teacher, nurse, engineer, manager, air hostess, lawyer, doctor, clerk, reporter, police

　重点句型：1. What does your mother do?　 She is a teacher.

　　　　　 　What does your father do?　　　He is an engineer.

2. 了解同学父母的工作。

1. 学会不同工作的英文表达方式。

2. Introduce the new words: (5 minutes)

By using the computer to introduce the occupations: police officer, bank clerk, actress, waitress, reporter, nurse, sales assistant, cook, teacher, sports coach

Step 2. Group work:

Task 1: Ask your group members, their parent’s work places and occupations.(10 minutes )

Step 3. Group game:　 (10 minutes)　

I have a son. He is a student. He wants to be a doctor or a police officer.

Task 2. Do you have a friend? What does your friend want to be?

Step 4. Group work: (10 minutes)

　 　When I was a little girl, I wanted to be a singer, because I was good at singing. I also wanted to be a dancer, because it’s interesting. And I wanted to be an interpreter, because it’s exciting. I wanted to be a teacher, because I love kids.

Task 3. Ask your group members, what do they want to be and reasons.

Step 4. Bingo game: (optional) (4 minutes)

To practice the new words again.

Homework: To think about the requirements of being somebody and how are you going to be. .

In this period, I used task-based teaching method. They got the main words and functions by asking their parents’ jobs, their friends’ ideal jobs and their ideal jobs. The students really enjoyed

1. I have a picture of my family with me. Do you want to have a look? Can you guess: where does he work? What does he do? (1 minute)

3. What do you want to be?

I want to be an actor.

Target abilities: Nurturing of the communicative ability of the students, by cooperation in groups.

Let students think about their future and can talk about their ideals.

Where does your father work?

He works in …

What does your father do?

He’s a …

Language functions:

Talk about jobs.

Vocabulary:

　　 doctor, actor, reporter, police officer, waiter, bank clerk, sales assistant, student, dangerous

Tasks:

Pre-tasks: to get the information about their own parents’ work places and occupations, find the related English words as well.

While-tasks:

　　 Task 1: to get information from their group members about their parents’ work place and occupations

　　 Task 2: to get information from their group members about their friends’ occupations and ideal jobs.

　　 Task 3: to get information from their group members about their ideal occupations and reasons.

Post-tasks: to think about the requirements of being something and what you have.

Teaching procedures:

Step 1. Lead in and brainstorm the new words:

2. What does he do?

He is a waiter.