一、教学目标
1、知识与技能目标：
（1）能听、说、读新授单词，baseball player, driver, farmer, doctor, nurse.
（2）能综合运用句型：What's he? He is a ... He is ... He likes ...
2、情感态度：培养学生从小树立远大理想的情感。
3、文化目标：了解多种职业的特征。
二、教学重点难点
1、重点：掌握5个单词的读音。
2、难点：掌握句型：What's he? He is a ...
三、学生情况说明
通过第三册第三单元的学习，同学们对人物特征的描述He / She is ...和爱好He / She likes ... 已经有了较好的掌握，为本单元的教学提供了有利的基础。本单元的教学内容与学生的实际生活息息相关，因而本单元的教学内容对学生来说不难理解，关键是如何将分散的语言点进行整合、拓展，并在实际生活中加以准确运用。在教学时，教师要通过创设情景，运用多种教学手段，开展灵活多样的教学活动，将新旧知识有机结合，对本单元知识加以强化，从而让学生更好地掌握和拓展职业这一话题。本案例是第六单元的第四课时。学生在前面已学过人物特征的描述和爱好等内容。因此，这节课的教学任务是如何在学习新知识的基础上，拓展和利用所学的旧知识，真正达到学以致用。
四、课前准备
单词卡片、若干图片、录音机、多媒体设备、职业道具。
五、教学步骤
Step 1: Warm-up
(1) Sing the song: If you are happy.
T: Today it's a sunny day, are you happy? Let's sing a happy song.
Step 2: Lead-in
(1) T: It's a sunny day, let's go to the Guidu Park. How do you get there? (导入自然，不露痕迹。) Guess. (CAI) T: Every box has a car, you can choose, and then drive that car.
［设计意图］通过宝盒中奖，激发学生兴趣，自然引入接下来的教学。（drive the bus / drive the jeep / drive the car）
Step 3: Presentation and practice
1. Teach "driver"
(1) drive the car, drive the car, I can drive the car. So I am a driver. → driver
［设计意图］渗透字母组合发音，为语音学习打下基础。
(2) Read after the teacher with body language. (带上肢体语言，加深印象。)
(3) Who want to be a driver?
(4) What's he / she? He / She is a driver.
(5) Role play: To be a driver, who drives fast? But when you drive a car, you should be carefully.
［设计意图］单词与句型紧密结合，通过比赛，活跃氛围，并运用到实际生活中去，体现“学以致用”教学理念，并进行德育教育，小心驾驶。
2. Teach "farmer"
(1) T: Let's drive the car to the farm. (CAI shows the word "farm")
(2) Let Ss listen to the poem:《悯农》. T:What's he ? → farmer
(3) Ss read: farmer, farmer, He is a farmer.
(4) T: Guess, what's the farmer's hobby? S1: He is a farmer. He likes ... (CAI) Ss: He is a farmer. He likes playing balls.
［设计意图］通过猜爱好，将新旧知识有机结合，达到知识循环的目的；听学生熟悉的古诗，既自然呈现新知，又能很好地渗透德育教育。farm＋er → farmer给学生渗透部分名词后面加er可以表示一类人的概念。