第一篇：PEP小学英语五年级上册Unit5练习题
外研版小学英语五年级上Moudle 5 单元测试题 听力部分
一、听录音，选择你所听到的单词。
（）1.A.manyB.muchC.any
（）2.A.enoughB.everyC.everyone
（）3.A.childB.childrenC.chair
（）4.A.penB.pencilC.bag
（）5.A.themB.theirC.they
二、听录音，选择正确的句子。
（）1.A.There are enough pencils.B.There aren’t enough pen.（）2.A.There are too many people in the bus.B.There are too many people in the park.（）3.A.Give one pencil to every child.B.Give 3pencils to every child.（）4.A.This pencil is mine.B.This pencil is yours.（）5.A.There are not enough oranges.B.There are enough apples.三、听一听，判断正误。
（）1.There are only sixteen pencils.（）2.There are too many books in the bag.（）3.Sam puts 11 pencils into the blue box.（）4.We’ve got enough for everyone.（）5.This bag is Jimmy’s.笔试部分
三、单项选择。
（）1.Please ___ outthepencils to everygirl.A.giveB.gaveC.given
（）2.There ____ too many children in the class.A.areB.isC.am
（）3.There are too ____ milk in the bottle.A.manyB.anyC.much
（）4.There are six apples.Please give ____ out.A.itB.themC.they
（）5.___ there enough juice?
A.IsB.AreC.Am
（）6.There is an orange ___ the desk.A.atB.onC.for
（）7.I’ve ____ enough books.A.gotB.getC.gets
（）8.We’ve got enough pencils ____ everyone.A.forB.onC.in
（）9.Give out the pears ____ the girls.A.forB.inC.to
（）10.There ____ books no the floor.A.are manyB.are muchC.is much
五、连词成句。
1.enoughtherebookstheondeskare
2.outtothemgiveeveryoneplease
3.gotpencilswe’veforenoughevery-girl
4.toothereapplesarethemanyinbag
5.notthereenougharechairs
六、将正确答句的序号写在横线上。
1.How are you?A.Ms Sart
2.When did you come back？B.Yes, there are.3.Are there enough pencils?C.Last Sunday.4.Whose T-shirt is it?D.Fine,thank you.5.Who put pencils into the blue box?E.Amy’s.1_________2.________3.________4.___________
七、阅读理解（20分）
（一）读一读，对的写T，错的写F
Daming and his father went to the Great Wall at the weekend.It is very old and very long.They went there at ten o’clock in the morning.They went by bus to Badaling.Then they walked for one hour.Therewere lots of people.They took photos of the mountains.Daming took a photo of his father.Daming and his father went to the British Museum()
They went there by bus()
They went there in the afternoon()
There were many people()
Daming took a photo of his father()
(二)读一读，填一填（10分）
My name is Li Ping.I am sixty years old now.I have a very happy family.Last year , my son(儿子)and I went to the Great Wall.We climbed(爬)the Great Wall ,and we took many photos there.We bought many postcards ,and we ate the famous(有名的)Beijing Fried Duck(北京烤鸭)。It’s delicious.We met my old friend Zhang Haithere.We were happy..根据短文内容填空：
Li Ping is a ________ man.Last year ,Li Ping and his son went to __________
They took many _______in the Great Wall.They _________many postcards.They ________his old friend Zhang Hai.八．把下列句子补充完整（10分）
1．How ________cheese do you want ?
2.This man is blind ,he can’t__________
3.This girl is _________,she can’t hear.4.__________you run fast.No ,I can’t
5.There _______too many books ________the desk.九．读一读，利用所给单词完成句子（10分）
AwellB can’tc mineD fastE enough
1.He is a fantastic goalkeeper.He can catch the ball very _______.2.He is strong ,He can run _________.3.This bag is ________.4.This man is blind,He _________see.5.There are _________apples.
第二篇：pep小学英语五年级上册unit5教学计划
Unit5 My New Room
一、单元内容分析
本单元主要以“ My new room”为话题, 运用there be句型来描述房间的物品以及运用一些方位词来描述物体之间的位置关系，并在此基础上进行语言交流，展开交际活动。本单元的教学内容与学生的日常生活联系密切，教师在教学中应注意联系实际，鼓励学生用英文练习所学词汇和句型。
二、单元目标
（一）知识目标
1、掌握A、B部分Let’s learn, Read and write中的四会单词和句子。
2、能够听、说、认、读A、B部分Let’s learn, Let’s talk，Read and write中的单词和句子。
3、能够了解Pronunciation部分字母组合ir，ur，th的发音规律。
4、能够理解Let’s chant部分的内容。
5、能够了解Story time，Good to know等部分的内容。
（二）技能目标
1、能够简单地描述房间的物品。
2、能够运用具体方位词来描述物体之间的位置关系。
3、能够听懂、会唱My Small Bedroom。
（三）情感目标
通过学习本单元，使学生养成良好卫生习惯，并培养学生关注生活、热爱生活的情感。
三、教学重难点
1、重点：词汇:学习家具陈设等物品的名称，如：curtain，mirror，closet，trash bin等，表示位置的介词in，on，under，behind，near，over，in front of
句型：There is… There are… Where is the…?It’s…
2、难点： 能使学生正确使用There be句式的单、复数形式及其长句的表达。方位词的教学。
四、单元教学课时安排
第一课时：Let’s startMain sceneA Let’s learnLet’s playC Let’s sing 第二课时：Let’s chant A Let’s tryLet’s talkC Pronunciation
第三课时：A Read and writeLet’s playC Story time
第四课时：B Let’s learnLet’s find outC Good to know
第五课时：B Let’s tryLet’s talkC Let’s check
第六课时：B Read and writeLet’s find outC Task time
第三篇：小学英语PEP五年级上册练习题
小学英语PEP五年级上册练习题
一、判断下列划线部分读音是否相同。
1、how now()
2、housemouth()
3、crycrow()
4、clock close()
5、townbrown()
6、creamclean()
7、breadbreak()
8、teapeach()
9、ourtown()10.blowlibrary()
11、coatgoat（）
12、jeeppeach（）
13、flow from（）
14、yellow brown（）
15、snownow（）
16、peach sleep（）
17、bread teacher（）
18、math that（）
19、those these（）20、yellowwindow（）
21、daytoday（）
22、Monday today（）
23、blue break（）
24、break library（）
25、snow boat（）
26、flagflow（）
27、play pray（）
28、who why（）
29、thin three（）30、horsehouse（）
31、skirt purple（）
32、short small（）
33、doctor teacher（）
34、A.peachB.beefC.sheep()
35、A.blueB.blackC.blow()
36、A.breadB.brownC.library()
37、A.teaB.sleep C.meat()
第四篇：小学英语pep五年级上册第六单元练习题
小学英语pep五年级上册第六单元练习题
一、补充句子。1.a foresta nature park.2.many treesthe road.3.a nature park? Yes, it is.4.any tall buildings in the city? Yes,.5.a bridgethe river? No,.6.The grassgreen, the water, theis fresh.We canthe grass.Oh, I like thelife.二、写问答句。1.? Yes, there are many trees near the river.2.? No, there isn’t a lake in the park.3.? Yes, I do.I like this park.4.?
Yes, there are.There are some small houses in my village.5.How many books are there ?(10)6.How many books are there?(1)7.How many pens can you see?(8)8.How many balls do you have?(3)
第五篇：pep六年级英语上册Unit5教案
Unit 5 What does he do？
第一课时 A Let's try Let's talk
一、教学目标
（一）认知目标
1.能够听、说、读、写主要句型：What does your father/mother/he do? He/She is a/an…并能在实际情景中熟练运用。
2.能够掌握二会单词country，head teacher，理解三会句子：Do you want to be a head teacher, too? 并能在情景中正确运用。3.能够独立完成Let's try部分的练习。
（二）能力目标：能够灵活运用所学句型进行问答。
（三）情感目标：教育学生要积极与他人合作，运用所学英语进行交流。
二、教学重难点
（一）重点：掌握四会句型What does your father/mother/he do? He /She is a/an...突破方法：反复朗读，情景对话，突破重点。
（二）难点：能够听、说、认读拓展句型：What are you going to be? I am going to be a/an...突破方法：小组对话、学生搭档对话、游戏等方式，突破难点。
三、教学过程
Step 1: Warm-up 1.教师通过复习之前学过的有关职业的单词，引入本课职业的主题。教师把粉笔、白大褂、棒球等一些与职业相关的道具放在桌上，让学生轮流猜或者讨论与之相关的职业名称。教师给出答案，让学生跟读。2.教师通过“自己说命令，学生做动作”的形式复习旧单词。如： Act like a teacher.（学生扮演老师）Act like a doctor.（学生扮演医生）Act like a nurse.（学生扮演护士）Act like a driver.（学生扮演司机）…
Step 2: Presentation Let's try 教师引导学生看教材上Let's try部分的内容，播放录音，学生带着问题听录音，选择正确案。
①Sarah's mother can/can't come today.②Her father is a doctor/teacher/taxi driver.教师核对答案。再次播放录音，让学生从录音中找出回答问题的关键信息点，尽量让学生听出录音原文或复述对话。Let's talk 1.教师拿出比尔•盖茨的照片说：Who is he? 引导其中的一位学生试着回答：He is Bill Gates.然后教师继续说：I'm a teacher.What does he do? 学生说出商人时，教师板书并教读单词businessman，可用拆分法教读并理解：business-man。教师继续问那位学生：What does he do? 引导学生回答：He is a businessman.教师板书并教读句型：What does he do? He is a businessman.可采取替换重点单词或接龙法进行操练，如： T: What does he do? S1: He is a businessman.What does he do? S2: He is a teacher.What does he do? S3: He is a doctor.What does he do? S4: He is a taxi driver.What does he do? S5: He is a farmer.What does he do? …
2.教师拿出一张迈克尔•杰克逊的照片说：What does he do? 引导学生回答：He is a singer.并继续问：Which country is he from? 引导学生对问句的思考，引出country这个单词，可采用拼音法教读：coun-try，并提醒学生注意发音，也可拿出不同国家歌手的照片展示。
3.教师询问学生Am I your teacher or head teacher? 板书并领读短语head teacher，通过拆分法解释其含义。教师问学生：Do you want to be a head teacher, too? 学生回答：Yes, I do./No, I don’t.教师拓展句型：What are you going to be?/What do you want to do/be? 引导学生回答：I am going to be a/an…教师板书并教读句型：What are you going to be?/What do you want to do/be? I am going to be a/an…以小组为单位，一问一答操练此句型，如：Gl: What are you going to be? G2: I am going to be a teacher.也可以学生间相互询问对方未来的职业理想。
4.播放Let's talk部分的录音，学生带着问题静听，画出回答问题的关键信息。问题：What does Oliver's father/mother do? 教师核对答案，再次播放录音，让学生把不懂的地画出来。学生—边听一边跟读读，教师讲解。全班跟读熟练后，再分组分角色朗读。Step 3: Practice 1.教师带读单词taxi driver, cleaner, writer, singer, dancer, football player，并把写有职业名称的单词贴在黑板上。教师打乱顺序读卡片上的单词，请一位学生上台，让学生按教师读的顺序摆放卡片并读出卡片上的单词。然后教师可以句子描述卡片上的职业，如：I'm driving a car.2.教师将全班分成两大组，让两大组交替朗读What are you going to be? What do you want to do/be? 把I'm going to be a/an…这句话写在纸条上，让学生在组内互传纸条，一大组大声询问：Who is going to be a/an...? 等另一大组回答后，再问：What does your father/mother do? Step 4: Consolidation and extension 1.让学生把Let's talk部分的内容读给家长或朋友听。2.教师示范书写四会句子，学生仿写。
3.学生与家长练习重点句型What does your father/mother/he do? He/She is a/an...4.做活动手册上的配套练习。板书设计:
Unit 5 What does he do? What does he do? He is a businessman.What does your mother do? She is a head teacher.What are you going to be? I am going to be a/an...coun-try---country head+teacher---head teacher
Unit 5 What does he do？
第二课时 A Let's learn Listen match and say
一、教学目标
（一）认知目标
1.让学生掌握四会单词或词组factory worker, postman, businessman, police officer。
2.让学生运用句型Is your father a postman? No, he isn't.What does he do? He is a businessman.与别人进行沟通交流。3.能够听懂、会唱歌曲What do you want to do?
（二）能力目标:培养学生的语言运用能力和交际能力，能够灵活运用所学句型进行问答。
（三）情感目标:教育学生相互协助，积极与别人交流沟通。
二、教学重难点
（一）重点：掌握Let's learn部分的四会单词和词组。
突破方法：反复操练、对话练习，突破重点。
（二）难点：正确书写四会单词并掌握单词factory worker, postman, businessman, police, officer的发音。
突破方法：教师示范朗读，学生模仿。朗读课文、练习造句、情景对话，突破难点。
三、教学过程
Step 1: Warm-up
1.教师利用多媒体课件出示人物职业图片，学生操练What does he do? 句型。如：
S1: What does he do? S2: He is a businessman.S1: What does she do? S2: She is a head teacher.S1: What does your mother do? S2: She is a singer.S1: What does your father do? S2: He is a doctor.… 2.全班同学分成几列站好。教师从职业卡片中随意抽取一张，每列的第一名学生读出卡片上的单词并做出简单陈述，如：businessman。My father is a businessman.然后站到队尾。如果不能正确表述则出局。教师再抽取一张卡片，接下来的第一名学生说句子，以此类推。
3.教师播放歌曲What do you want to do?第一遍学生静听，感受旋律，教师适当讲解学生不理解的地方，然后反复播放歌曲，师生一起大声跟唱。Step 2: Presentation Let's learn 1.教师拿着一张工厂工人的照片，问：What does she do? 引导学生回答：She is a factory worker.教师板书并教读词组factory worker，注意单词factory和worker的发音，可采用拆音拼音法教读：fac-tory，work-er。教师示范朗读，引导学生观察教师的口型，并注意模仿，教师由慢到快教读。待学生发音较准确后，可采用如下方式练习：factory, factory, F一A一C一T一O一R 一Y, factory worker, worker, W一O一R一K一E一R, worker factory worker, factory worker 2.教师拿出一张邮递员的照片，问：What does he do? 引导学生回答：He is a postman.教师板书并教读单词postman.可用拆分法教读单词post-man。男女生运用所学句型交替进行问答练习，如： Girls: What do you do? Boys: I am a postman.Boys: What do you do? Girls: I am a postman.3.教师请一位学生表演商人，问学生：What does he do? 学生回答：He is a businessman.教师板书并教读单词businessman。
4.教师出示警察的照片，问：What does she do? 引导学生回答：She is a police officer.教师板书并教读词组police officer。
5.教师问一位学生：Is your father a postman? 引导学生回答：No, he isn't.教师继续问：Is your father a police officer? 学生回答：No, he isn't.教师再问：What does he do? 学生回答：He is a/an...6.教师播放Let's learn部分的录音，学生先静听，注意仔细听单词的发音，然后反复播放音，学生跟读。Step 3: Practice Listen, match and say 1.教师播放Listen, match and say部分的录音，让学生匹配相应信息，题目如下：Jiao Jie's mother police officer Ge Nan's father postman Zhou Jia's mother factory worker Liu Qian's father businesswoman …
学生做好练习，教师核对答案。然后教师和一名学生示范对话，最后学生间就此部分信息展开对话练习，鼓励学生运用所学语言自由发挥，如： T: Is Jiao Jie's mother a police officer? S: No, she isn't.T: What does Jiao Jie's mother do? S: She's a businesswoman.2.把学生分成两人—组背靠背坐好，Listen, match and say部分的内容向组员进行提问，组员回答，如此进行比赛，看谁回答得又快又好。句型如：
S1: What does Ge Nan's father do? S2: He's a police officer.3.教师出示职业图片，学生说出相应单词，或教教师说单词，学生指出相应的图片。
Step 4: Consolidation and extension 1.学生背诵并抄写本课时的四会单词。2.做活动手册上的配套练习。板书设计:
Unit 5 What does he do? factory worker postman businessman police officer Is your father a postman? No, he isn't.What does he do? He's a businessman.Unit 5 What does he do？
第三课时 B Let's try Let's talk
一、教学目标
（一）认知目标
1.能够听、说、读、写句子Where does he work? He works at sea.How does he go to work? He goes to work by bike.并能在情景中进行运用。
2.能够理解并掌握三会单词sea，stay。3.能够独立完成Let's try部分的练习。
（二）能力目标：培养学生的听力能力和口头表达能力。
（三）情感目标：教育学生要有团结互助的意识。
二、教学重难点
（一）重点：掌握句子Where does he work? How does he go to work? 并能在情景中熟练运用。
突破方法：情景对话，表演练习，突破难点。
（二）难点：能运用四会句型与他人自如地交流。
突破方法：反复操练，造句练习，突破难点。
三、教学过程
Step 1: Warm-up 1.请一名学生到讲台上，教师给这名学生看—张职业单词卡片，然后让这名学生用动作表演该职业。其他学生根据这名学生所做的动作说出职业名称。
2.教师播放第一单元的歌曲How do you get there?学生跟唱，教师将一张卡片传给一个学生，得到卡片的学生把卡片传给后面的学生，依次传递，歌曲结束时，翻卡片的学生用卡片上的单词说一个句子，如：farmer。My father is a farmer.Step 2: Presentation Let's try 教师给学生一分钟时间看问题，然后播放Let's try部分的录音两遍，核对答案。问题如下：What does Xiao Yu's uncle look like? Does Xiao Yu's uncle often take him to school? 再次播放录音，学生逐句复述录音内容。Let’s talk 1.教师出示自己的相关信息，教师根据表格的内容说：I'm a teacher.My father is a teacher, too.My mother is a doctor.What does my father do? 教师引导学生说出所学的职业单词，然后把father改成mother，引出She is a doctor.教师继续介绍：I work in our school.What about your father? Where does he work? 引导学生说出所学的地点单词，同时会用第三人称转述：He works in/at…教师板书并教读句型：Where does he work? He works at/in…注意动词的形式。教师紧接着说：I go to work on foot.How does my mother go to work? 引导学生根据表格中的内容回答：She goes to work by bus.2.教师播放Let's talk部分的录音，先让学生带着如下问题静听两遍录音，画出关键信息点。问题如下：Where does Mike's uncle work? How does he go to work? 遇到学生不懂的地方，如sea, stay等词时教师进行讲解。如教师拿出大海的图片，问有没有学生去看过大海，然后引导学生说出大海的单词sea，并引导学生造句。如：The sea is very beautiful.教师再继续板书单词stay，并引导学生造句，如：He works very hard and stays healthy.教师核对答案，然后让学生一边听录音一边跟读句子，最后把学生分成两人一组自由练习对话，请几组学生表演对话。教师注意从语音、语调、动作神态等多方面进行评价。
3.教师指导学生书写四会句子：Where does he work? He works at sea.How does he go to work? He goes to work by bike.Step 3: Practice 1.教师面前放一堆单词卡片，依次为：职业名称卡片，工作地点卡片，交通方式卡片。活动开始，教师随意从第一堆卡片中抽取一张职业卡片，如：doctor，举起卡片问：What does he do? 学生回答：He is a doctor.教师继续抽取一张工作地点卡片，如：car company，举起卡片问：Where does he work? 学生说：He works in a car company.教师再抽取一张交通方式卡片，如：bus，举起卡片问：How does he go to work? 学生回答：He goes to work by bus.游戏进行几轮后，可以请几名同学轮流代替教师抽卡片，提问题。
2.教师让学生在教室里走动并釆访几名同学，如：Where does your father/mother work? How does he/she go to work? 将回答记录在自己的表格内。调查结束后，请几名学生汇报调查结果，如：Li Ming’s father works in a factory.He goes to work by subway.Step 4: Consolidation and extension 1.把Let's talk部分的内容读给家长听。2.教师示范书写四会句子，学生仿写。3.做活动手册上的配套练习。板书设计：
Unit 5 What does he do? Where does he work? He works at sea.How does he go to work? He goes to work by bike.Unit 5 What does he do？
第五课时 B Read and write Let's check Let's wrap it up
一、教学目标
（一）认知目标
1.能够完成Read and write部分的练习，并能理解、朗读课文内容。2.能够掌握句子在发音上的停顿技巧。
3.能够独立完成Let's check和Let's wrap it up部分的练习。
（二）能力目标：培养学生的阅读能力和综合能力。
（三）情感目标：教育学生热爱生活，善待身边的每一个人。
二、教学重难点
（一）重点：能阅读课文，正确完成相应练习。
突破方法：采用合作阅读，讨论完成练习。
（二）难点：能运用所学句型进行日常对话。
突破方法：反复朗读，对话表演，反复练习，突破难点。
三、教学过程
Step 1: Warm-up 1.师生进行日常对话练习：
T: What does your father/mother do? S: He/She is a/an … T: Where does your father/mother work? S: He/She works … T: How does your father/mother go to work? S: He/She goes to work...T: What are your hobbies? S: I like...T: What are you going to be? S: I want to be a/an...2.学生列举五种职业写在书本第52页上，讨论并进行比较：How many different jobs are there in both lists? Step 2: Presentation Read and write 1.教师问：What are you going to be? 学生自由回答。教师问：What's your hobby?学生自由回答。教师继续问：What subject do you like best? 学生自由回答。教师根据学生的回答向学生提供相关的择业建议，如： If you like Chinese, you can be a Chinese teacher.并把择业建议板书在黑板上。如：
If you can type quickly, you can be a secretary.If you like science, you can be a scientist.If you like sports, you can be a coach, a sports reporter, or a PE teacher.If you like singing, you can be a singer.If you like English, you can be an English teacher.…
2.教师将学生分成二个大组，阅读Read and write部分的课文，每个组合作完成Read and write部分后面的Choose a title for the text和Fill in the table练习。要求在文中画出回答问题的相关信息和不懂得单词、句子。十分钟后开展小组汇报，组与组之间针对不同意见的问题阐述自己的观点。教师核对答案并答疑。
3.教师播放Read and write部分的录音，学生一边听录音一边跟读句子，然后分小组朗读课文。4.教师出示与Real world Camp相关的图片，与学生进行对话。T: At the Real World Camp, children can try to do different jobs.Do you want to go to the camp? Ss: Yes.T: Good!Fill in this form.学生自主完成书本53页the Real World Camp的表格，学生之间以问答形式进行练习。
5.教师引导学生观看Tips for pronunciation部分的句子，看一看Zip说的话，猜—猜此部分的重点是什么。然后反复播放此部分录音，学生一边跟读，一边做手势（可点头或打拍子），注意停顿的模仿。请几位学生上台大声朗读，其他学生当小评委，提建议。Step 3: Practice Let's check 教师播放Let’s check部分的录音，学生完成匹配练习，教师公布答案。再次播放录音，回答后面的问题：
What does Wei Fang's uncle do? Will the children go home together? Write three other jobs.Let's wrap it up 教师引导学生自主完成练习，然后将学生分成两人一组进行游戏“I didn't hear you.”如：
S1: Bob works at sea.S2: Sorry, I didn't hear you.Where does Bob work? S1: Bob works at sea.角色互换，看谁的反应快。Step 4: Consolidation and extension 1.让学生把Read and write部分的录音读给家长或朋友听。2.做活动手册上的配套练习。板书设计：
Unit 5 What does he do? If you can type quickly, you can be a secretary.If you like science, you can be a scientist.If you like sports, you can be a coach, a sports reporter, or a PE teacher.If you like singing, you can be a singer.If you like English, you can be an English teacher.Unit 5 What does he do？
第六课时 C Story time
一、教学目标
（一）认知目标
1.能够理解Story time的故事。
2.能够分角色自如表演Story time中的故事。
（二）能力目标：培养学生的阅读理解能力和表演能力。
（三）情感目标：教育学生要根据自己的爱好，树立人生职业理想。
二、教学重难点
（一）重点：能够理解故事。
突破方法：采用拆分法，进行片段教学，突破重点。
（二）难点：能自如表演故事。
突破方法：教师示范，学生模仿，反复听录音，反复练习，分角色朗读，创设真实情景突破难点。
三、教学过程
Step 1: Warm-up 1.师生齐唱歌曲What do you want to do? 2.教师以体现职业照片的形式出示本单元四会单词，学生抢答相应词并拼读或书写在黑板上。复习完后，师生进行日常会话：
T: What do you like? S: I like...T: You like…, then you can be a/an...S: I want to be a/an...… Step 2: Presentation Story time 1.教师展示Story time部分的教学挂图，学生观看图片，大致了解故事内容。可以让学生自己自由讨论一下自己的爱好或自己以后的职业理想。然后教师播放录音，让子生听一听Zoom和Zip关于职业理想的小故事。2.教师采用分层阅读法展开故事教学，教师适时答疑。播放第二遍录音时，教师让学生带着如下问题听： ①Find out the jobs in the story.②What does zip want to be? Why? 播放第三遍录音，问题如下：
①Why doesn't Zip want to a lion tamer? ②Does Zip like computer games? 播放第四遍录音时，问题如下： ①What are zip and zoom talking about? ②What does “You're nuts” mean? 教师将学生分成四人一组，听完录音后给学生几分钟讨论问题，再请学生代表回答，组与组之间相互补充更正答案。
3.教师播放Story time部分的录音，学生反复跟读，模仿语音语调，感受故事情境。请一位英语基础较好的学生和教师搭档，示范朗读故事。然后组与组之间分角色朗读课文。Step 3: Practice 由小组长负责，每个小组设计关于职业理想讨论的小对话，并进行排练，要求表演者尽力表演，组内其他成员给出建议，优化故事及表演。然后每个小组上台表 演，教师从多方面进行评价。教师将学生分成四人一组，听完录音后给学生几分钟讨论问题，再请学生代表回答，组与组之间相互补充更正答案。
Step 4: Consolidation and extension 1.将Story time部分的故事朗读给家长听。2.做活动手册上的配套练习。板书设计：
Unit 5 What does he do? What other unusual jobs can you think of? What about a bee farmer? No, that’s not for me.Maybe a bee farmer will get stung.Maybe you can be a computer game tester.You are nuts!
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