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No , he /she isn’t.
Ss can read the passage correctly and fluently by listening and reading.
Emotional aims:
Ss can get to know that each job deserves to be loved and respected.三、学习者特征分析三年级学生年龄在9到10岁左右 ，生性活泼好 动，喜欢直观形象思维，对图片教学特别感兴趣。对英语学习的兴趣较为浓厚，积极参与游戏互动环节，乐于表现。四、教学策略选择与设计单词环节：直观导入，通过图片，音频，实物等导入单词，在教授单词的同时，以句带词，反复巩固重点句型，再通过游戏环节加深学生对单词的掌握程度。
句型操练：看图片说句子，以组为单位上台表演等环节激发了学生学习兴趣。
课文：带着问题听音频可以锻炼学生的听力，同时带领学生跟读，使他们的发音准确，最后进行大量的朗读，以及角色扮演等活动环节，使学生们对文章再次进行巩固。五、教学重点及难点Teaching key points:
Ss can listen, read ,understand and use the new words: teacher, farmer, postman, nurse, doctor and driver.
Ss can understand the usage of general questions. Ss can ask and answer the questions correctly.
Ss can read the passage correctly and fluently.
Teaching difficulty:
Ss can use the sentence structure to make their own conversations.六、教学过程教师活动预设学生活动设计意图Step 1 Lead in
T sings the<
T : Good morning , boys and girls. I am Miss Liu. I am your English teacher.
T present the card of ‘teacher’ on the blackboard.
T : Teacher means “老师”, read after me .
T: /t/ /t/ / t/
T : /i:/
Ss do it.
Ss do it.
Ss do it.
通过唱歌互动拉近师生的心理距离，预热课堂。
Step 2 Presentation
T: (put on the nurse’s hat quickly)Now , look , look, look, a teacher ?
T : Great. I am not a teacher, I am a nurse. (writing on the blackboard). Read after me.
T presents the PPT.
T : Look at the picture. Is she a nurse?
(writing on the blackboard).
(writing on the blackboard).
T：Good , read after me.
T : Ok, look at the picture, is she a nurse?