Unit 3 Getting Together
Topic 2 What does your mother do?
Section B
I. Material analysis
該部分是第二個話題的第二課時。主要活動是1a和2。通過Kangkang和Maria的對話，呈現(xiàn)了表達工作場所的新句型：“Where does he/she work? He/She works in ...”,同時復習鞏固有關(guān)職業(yè)的表達“What does he/she do? He/She is a ...”。此外，本課還將學習構(gòu)詞法，了解動詞變相應名詞的基本規(guī)則，擴大學生詞匯量，降低詞匯學習的難度。學生在Section A中已經(jīng)學習了有關(guān)詢問職業(yè)的表達法，因此，在Section B中進一步學習關(guān)于詢問工作場所的表達法應該難度不大，但是有一些工作場所的英語單詞表達，可能學生還不是很熟悉，因此教師應該在對話操練中給予學生適時的幫助，幫助他們順利完成對話操練。同時在學生總結(jié)動詞變名詞的構(gòu)詞法時，應給予適當?shù)闹敢脱a充，幫助學生更好地了解構(gòu)詞法。再通過聽力練習完成職業(yè)、工作地點與人的匹配活動，進一步鞏固本話題的新句型。最后通過小組調(diào)查活動，學生運用本話題所學句型了解同學家長的工作情況，培養(yǎng)學生的語言實際運用能力。
II. Teaching aims
1. Knowledge aims
（1）能根據(jù)已學語音、音標及發(fā)音規(guī)則，正確朗讀下列詞匯并在實際的對話操練中加以應用：show, work, hospital, restaurant, on, farm, teach, act, drive;
（2）能根據(jù)已學單詞，了解動詞變相應名詞的基本規(guī)則，并借助構(gòu)詞法，擴大詞匯量，降低詞匯學習的難度，如：teach→teacher, work→worker, farm→farmer, drive→driver, act→actor；
（3）能在對話操練中，正確運用實義動詞第三人稱單數(shù)一般現(xiàn)在時的特殊疑問句及其回答；
--What does your father do?-He is a cook.
--Where does he work?-He works in a restaurant.
（4）在教師的幫助與指引下，能就有關(guān)詢問工作場所、詢問工作等信息的表達方式進行交流。
詢問職業(yè)：--What does your father do?-He is a cook.
詢問工作場所：--Where does he work?-He works in a restaurant.
2. Skill aims
聽：能聽懂有關(guān)詢問工作場所的簡單對話或敘述并完成相應的任務；
說：能根據(jù)圖文就詢問職業(yè)以及詢問工作場所的話題進行交流；
讀：能正確朗讀對話，注意語音語調(diào)；
寫：（1）能寫出職業(yè)及工作場所的單詞、詞組和簡單句；
（2）能借助構(gòu)詞法，寫出動詞相應的名詞。
3. Emotional aims
（1）、在學習過程中，通過談論家庭成員及工作情況，使學生學會熱愛生活和關(guān)心他人；
（2）、采用小對話、小表演等靈活多樣的授課方式，激發(fā)學生的好奇心和求知欲，培養(yǎng)學生學習英語的興趣和積極主動的學習精神。
（3）、通過和他人共同完成任務，培養(yǎng)學生的合作精神。
III. The key points and difficult points
1.能就詢問職業(yè)和詢問工作場所等信息進行對話操練和小組調(diào)查活動。
2.結(jié)合構(gòu)詞法，寫出動詞相應的名詞。
IV. Learning strategies
1.以自行總結(jié)和發(fā)現(xiàn)規(guī)律代替機械記憶。
2.能夠使用構(gòu)詞法幫助學習英語詞匯。
3.能夠借助圖片預測對話大意。
V. Teaching aids
錄音機、教學掛圖、多媒體課件和黑板。
VI. Teaching procedures
Step Interaction pattern Student activity Teacher activity
Introduction
(5 minutes) 1.The whole class work.
2.Competition.
3.Individual work.
1.Focus their attention on the teacher.
2.In 1 minute, students make dialogs to talk about their family members’ occupations as many as possible.
3.Do duty report. Some students report their family members’ occupations.
Hello, everyone! Now I will tell you something about my family. My father is a doctor. My mother is a teacher. My brother is a student. I am a student, too. What about your family? 1.Greet students ready for learning.
2.Count the sentences, and judge which group is the winner.
3.Help the students to revise the words of occupations in Section A.
Presentation
(10 minutes) 1.The whole class work.
2.Individual work.
3.Pair work and the whole class work.
1. Answer the teacher’s questions and learn how to ask the occupations and workplaces.
e.g.
T: What do I do?
Ss: You are a teacher.
T: Where do I work?
Ss: You work in a 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 in 1a. Guess what Maria and Kangkang may talk about in the conversation. Then listen to the tape and check.
3.Do 1b. Match the pictures in 1b with Maria’s parents’ jobs and workplaces while listening. Check with your partner and then the whole class check the answers together. 1. Show some pictures of different occupations. Let the students know how to ask the occupations and workplaces. Then present some new words.
2.Let students guess the meaning of the conversation with the help of the pictures on the textbook before listening. Play the tape. Check the answers.
3.Play the tape of 1a. Check the answers together.
Consolidation
(5 minutes) 1.Group work.
2.The whole class work. 1.Ask and answer questions about Maria’s parents’ jobs according to 1b.
e.g.
Girls:What does Maria’s 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 the tape sentence by sentence. 1.Be a good listener and helper.
2.Play the tape.
Practice
(15 minutes)
1.Pair work.
2.Individual work, the whole class work and pair work.
3.Individual work and pair work.
4.The whole class work and individual work.
1.Do 1c. Work in pairs. Make up new conversations with the following information in 1c, using the expression of asking workplaces.
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 pictures about occupations and answer the teacher’s questions,
e.g.
T:What does he/she do?
S1: He/She is a teacher.
T: Where does he/she work?
S2: He/She works in a school.
T: So he/she teaches in a school. He/She is a teacher.
Complete individually the sentences with correct forms after the example in 2. Check with your partner. Then the whole class check the answers together.
Know the way to add “er/or” at the end of the root words to change the verbs into nouns.
3.Do 3. Read the information in 3. Get the main idea from the information before listening. Listen and match the people’s names with the cities first. Then listen again and write down their jobs. Check the answers with your partner. Then the whole class check the answers 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 ... 1.Make the students practice the expression about how to ask the workplaces.
2.In this activity, the teacher is a leader, a helper and a cooperator. Make an example to demonstrate how to change the verb into a noun. Check the answers. Play the tape. Check the answers.
3.Play the tape and help students to check the answer.
4.Play the tape. Make sure the students use the form of verbs correctly when they retell the passage.
Production
(10 minutes) 1. Group work and individual work.
1.Do 4. Work in groups. Survey your classmates about their parents’ jobs and workplaces. Complete the table in 4.
e.g.
A:What does your father do, Li Li?
B: He is a doctor.
A:Where does he work?
B:He works in a hospital.
After the survey, report the result to the class individually.
e.g.
Li Li’s father is a doctor. He works in a hospital. Her mother is a ... 1.Make sure the students speak English while doing the survey.
2. Assign homework:
Read 1a fluently;
Write a short passage to introduce your family members’ jobs and workplaces, using the word formation;
e.g.
My father teaches in a school. He is a teacher. My mother...
Preview Section C-1a.
Teaching reflection：
在這節(jié)課中，學生通過Maria和Kangkang的對話，在已學詢問工作的基礎(chǔ)上，進一步學習詢問工作場所的表達，同時在聽力、對話、小組調(diào)查匯報等活動中進行再現(xiàn)、操練和鞏固。此外，本課學生還學習了構(gòu)詞法--將動詞變成相應的名詞。在學習掌握此變化規(guī)則的過程中有的學生對加er還是or有疑惑，老師應給予正確引導。
VII. Blackboard design
What does your mother do?
Section B
1. -Where does she work? show teach-teacher
-She works in a hospital. work farm-farmer
hospital act-actor
restaurant drive-driver
on work-worker
farm
teach
act
drive