1、Unit 3Getting Together Topic 2What does your mother do? Section B I. Material analysis 该部分是第二个话题的第二课时。主要活动是 1a 和 2。通过 Kangkang 和 Maria 的对话，呈现了表达工作场所的新句型： “Where does he/she work? He/She works in .” ,同时复习巩固有关职业的表达 “What does he/she do? He/She is a .” 。 此外， 本课还将学习构词法， 了解动词变相应名词的基本规则， 扩大学生词汇量， 降低词汇学习的难
2、度。 II. Teaching aims 1. Knowledge aims 能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操 练中加以应用：show, work, hospital, restaurant, on, farm, teach, act, drive; 能根据已学单词，了解动词变相应名词的基本规则，并借助构词法，扩大 词汇量，降低词汇学习的难度，如：teachteacher, workworker, farmfarmer, drivedriver, actactor； 能在对话操练中， 正确运用实义动词第三人称单数的特殊疑问句及其回答； 在教师的帮助与指引下，能就
3、有关询问工作场所、询问工作等信息的表达 方式进行交流。 2. Skill aims 能听懂有关询问工作场所的简单对话或叙述并完成相应的任务； 能根据图文就询问职业以及询问工作场所的话题进行交流； 能正确朗读对话，注意语音语调； 能写出职业及工作场所的单词或词组； 能借助构词法，写出动词相应的名词。 3. Emotional aims 在学习过程中，通过谈论家庭成员及工作情况，学会热爱生活的关心他人； 采用小对话、小表演等灵活多样的授课方式，激发学生的好奇心和求知欲， 培养学生学习英语的兴趣和积极主动的学习精神。 III. The key points and difficult points
4、1.能就询问职业和询问工作场所等信息进行对话操练和小组调查活动。 2.结合构词法，写出动词相应的名词。 IV. Learning strategies 1.以自行总结和发现规律代替机械记忆。 2.能够使用构词法帮助学习英语词汇。 3.能够借助图片预测对话大意。 V. Teaching aids 录音机、教学挂图和黑板。 VI. Teaching procedures StepInteraction pattern Student activityTeacher activity Introduction (5 minutes) 1.Thewhole class work. 2.Individu
5、al work. 1.Focus their attention on the teacher. 2.Dodutyreport. Some students report their family members occupations. Hello, everyone! Now Iwilltellyou somethingabout my family. My father is a doctor. My mother is a teacher. My brother is astudent.Iama 1.Greet students ready for learning. 2.Helpth
6、estudentsto revisethewordsof occupations in SectionA. student,too.What about your family? Presentation (10 minutes) 1.Thewhole class work. 2.Individual work. 1. Answer the teachers questions and learn how to ask the occupations andworkplaces. e.g. T: What do I do? Ss: You are a teacher. T: Where do
7、I work? Ss: You work ina school. (The teacher shows a picture of a nurse.) e.g. T: What does she do? Ss: She is a nurse. T: Where does she work? Ss: She works in a hospital. . 2. Look at the picture in1a.Guesswhat Maria and Kangkang may talk about in the conversation.Then listen to the tape and chec
8、k. 1. Show some pictures of different occupations. Let the students know how to ask theoccupations and workplaces.Thenpresent somenewwords. 2.Let students guess the meaningofthe conversationwiththe help of the pictures on the textbook before listening. Play the tape. Check the answers. 3.Pairwork an
9、d the whole class work. 3.Do 1b. Match the picturesin1bwith Marias parents jobs and workplaces while listening. Check with your partner and then the whole class check the answers together. 3.Play the tape of 1a. Checktheanswers together. Consolidation (5 minutes) 1.Group work. 2.Thewhole 1.Askandans
10、wer questions about Marias parents jobs according to 1b. e.g. Girls:Whatdoes Marias father do? Boys: He is a . Girls: Where does he work? Boys: He works in a restaurant. Girls: What does her mother do? Boys: She is a nurse. Girls: Where does she work? Boys: She works in a hospital. . 2.Read after th
11、e tape 1.Be a good listener and helper. 2.Play the tape. class work.sentence by sentence. Practice (15 minutes) 1.Pair work. 2.Individual work,the wholeclass workand pair work. 1.Do1c.Workin pairs. Make up new conversations with the following information in1c,usingthe expression of asking workplaces
12、. e.g. A: What does your. do? B: He/She is a . A:Where does he/she work? B: He/She works in. 2.Do 2. Look at the picturesabout occupationsand answer the teachers questions, e.g. T:Whatdoeshe/she do? S1:He/Sheisa teacher. T: Where does he/she work? S2: He/She works in a school. 1.Makethestudents prac
13、ticetheexpression abouthowtoaskthe workplaces. 2.Inthisactivity,the teacherisaleader,a helper and a cooperator. Makeanexampleto demonstratehowto change the verb into a noun. Check the answers. Play the tape. Check the answers. 3.Individual work and pair work. T: So he/she teaches in a school. He/She
14、 is a teacher. Complete individually thesentenceswith correct forms after the example in 2. Check withyourpartner. Then the whole class checktheanswers together. Know the way to add “er/or” at the end of therootwordsto change the verbs into nouns. 3.Do3.Readthe information in 3. Get the main idea fr
15、om the informationbefore listening. Listen and matchthepeoples names with the cities first. Then listen again and write down their jobs.Checkthe answerswithyour partner.Thenthe whole class check the 3.Play the tape and help studentstocheckthe answer. 4.Thewhole class work and individual work. answer
16、s together. 4.Listen to the tape the third time. Read the sentences after the tape. Then retell the passage to the whole class, using your own words. e.g. David is a cook. He works in Beijing. Lisa is a . 4.Playthetape.Make sure the students use the form of verbs correctly whentheyretellthe passage.
17、 Production (10 minutes) 1. Group work and individual work. 1.Do4.Workin groups. Survey your classmates about their parentsjobsand workplaces. Complete the table in 4. e.g. A:Whatdoesyour father do, Li Li? B: He is a doctor. A:Wheredoeshe work? B:Heworksina hospital. Afterthesurvey, report the resul
18、t to the class individually. e.g. 1.Make sure the students speakEnglishwhile doing the survey. LiLisfatherisa doctor. He works in a hospital. Her mother is a . 2. Assign homework: Read 1a fluently; Write a short passage to introduceyourfamily membersjobsand workplaces,usingthe word formation; e.g. M
19、y father teaches in a school. He is a teacher. My mother. Preview Section C-1a. Teaching reflection： 在这节课中，学生通过 Maria 和 Kangkang 的对话，在已学询问工作的基础 上，进一步学习询问工作场所的表达，同时在听力、对话、小组调查汇报等活动 中进行再现、操练和巩固。此外，本课学生还学习了构词法将动词变成相应 的名词。在学习掌握此变化规则的过程中有的学生对加 er 还是 or 有疑惑，老师 应给予正确引导。 VII. Blackboard design What does your mother do? Section B 1. Where does she work?showteach-teacher She works in a hospital.workfarm-farmer hospitalact-actor restaurantdrive-driver onwork-worker farm teach act drive
