Unit 3 Getting Together
Topic 2 What does your mother do?
Section B
I. Material analysis
該部分是第二個(gè)話(huà)題的第二課時(shí)。主要活動(dòng)是1a和2。通過(guò)Kangkang和Maria的對(duì)話(huà)，呈現(xiàn)了表達(dá)工作場(chǎng)所的新句型：“Where does he/she work? He/She works in ...”,同時(shí)復(fù)習(xí)鞏固有關(guān)職業(yè)的表達(dá)“What does he/she do? He/She is a ...”。此外，本課還將學(xué)習(xí)構(gòu)詞法，了解動(dòng)詞變相應(yīng)名詞的基本規(guī)則，擴(kuò)大學(xué)生詞匯量，降低詞匯學(xué)習(xí)的難度。學(xué)生在Section A中已經(jīng)學(xué)習(xí)了有關(guān)詢(xún)問(wèn)職業(yè)的表達(dá)法，因此，在Section B中進(jìn)一步學(xué)習(xí)關(guān)于詢(xún)問(wèn)工作場(chǎng)所的表達(dá)法應(yīng)該難度不大，但是有一些工作場(chǎng)所的英語(yǔ)單詞表達(dá)，可能學(xué)生還不是很熟悉，因此教師應(yīng)該在對(duì)話(huà)操練中給予學(xué)生適時(shí)的幫助，幫助他們順利完成對(duì)話(huà)操練。同時(shí)在學(xué)生總結(jié)動(dòng)詞變名詞的構(gòu)詞法時(shí)，應(yīng)給予適當(dāng)?shù)闹敢脱a(bǔ)充，幫助學(xué)生更好地了解構(gòu)詞法。再通過(guò)聽(tīng)力練習(xí)完成職業(yè)、工作地點(diǎn)與人的匹配活動(dòng)，進(jìn)一步鞏固本話(huà)題的新句型。最后通過(guò)小組調(diào)查活動(dòng)，學(xué)生運(yùn)用本話(huà)題所學(xué)句型了解同學(xué)家長(zhǎng)的工作情況，培養(yǎng)學(xué)生的語(yǔ)言實(shí)際運(yùn)用能力。
II. Teaching aims
1. Knowledge aims
（1）能根據(jù)已學(xué)語(yǔ)音、音標(biāo)及發(fā)音規(guī)則，正確朗讀下列詞匯并在實(shí)際的對(duì)話(huà)操練中加以應(yīng)用：show, work, hospital, restaurant, on, farm, teach, act, drive;
（2）能根據(jù)已學(xué)單詞，了解動(dòng)詞變相應(yīng)名詞的基本規(guī)則，并借助構(gòu)詞法，擴(kuò)大詞匯量，降低詞匯學(xué)習(xí)的難度，如：teach→teacher, work→worker, farm→farmer, drive→driver, act→actor；
（3）能在對(duì)話(huà)操練中，正確運(yùn)用實(shí)義動(dòng)詞第三人稱(chēng)單數(shù)一般現(xiàn)在時(shí)的特殊疑問(wèn)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(xún)問(wèn)工作場(chǎng)所、詢(xún)問(wèn)工作等信息的表達(dá)方式進(jìn)行交流。
詢(xún)問(wèn)職業(yè)：--What does your father do?-He is a cook.
詢(xún)問(wèn)工作場(chǎng)所：--Where does he work?-He works in a restaurant.
2. Skill aims
聽(tīng)：能聽(tīng)懂有關(guān)詢(xún)問(wèn)工作場(chǎng)所的簡(jiǎn)單對(duì)話(huà)或敘述并完成相應(yīng)的任務(wù)；
說(shuō)：能根據(jù)圖文就詢(xún)問(wèn)職業(yè)以及詢(xún)問(wèn)工作場(chǎng)所的話(huà)題進(jìn)行交流；
讀：能正確朗讀對(duì)話(huà)，注意語(yǔ)音語(yǔ)調(diào)；
寫(xiě)：（1）能寫(xiě)出職業(yè)及工作場(chǎng)所的單詞、詞組和簡(jiǎn)單句；
（2）能借助構(gòu)詞法，寫(xiě)出動(dòng)詞相應(yīng)的名詞。
3. Emotional aims
（1）、在學(xué)習(xí)過(guò)程中，通過(guò)談?wù)摷彝コ蓡T及工作情況，使學(xué)生學(xué)會(huì)熱愛(ài)生活和關(guān)心他人；
（2）、采用小對(duì)話(huà)、小表演等靈活多樣的授課方式，激發(fā)學(xué)生的好奇心和求知欲，培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣和積極主動(dòng)的學(xué)習(xí)精神。
（3）、通過(guò)和他人共同完成任務(wù)，培養(yǎng)學(xué)生的合作精神。
III. The key points and difficult points
1.能就詢(xún)問(wèn)職業(yè)和詢(xún)問(wèn)工作場(chǎng)所等信息進(jìn)行對(duì)話(huà)操練和小組調(diào)查活動(dòng)。
2.結(jié)合構(gòu)詞法，寫(xiě)出動(dòng)詞相應(yīng)的名詞。
IV. Learning strategies
1.以自行總結(jié)和發(fā)現(xiàn)規(guī)律代替機(jī)械記憶。
2.能夠使用構(gòu)詞法幫助學(xué)習(xí)英語(yǔ)詞匯。
3.能夠借助圖片預(yù)測(cè)對(duì)話(huà)大意。
V. Teaching aids
錄音機(jī)、教學(xué)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(xué)生通過(guò)Maria和Kangkang的對(duì)話(huà)，在已學(xué)詢(xún)問(wèn)工作的基礎(chǔ)上，進(jìn)一步學(xué)習(xí)詢(xún)問(wèn)工作場(chǎng)所的表達(dá)，同時(shí)在聽(tīng)力、對(duì)話(huà)、小組調(diào)查匯報(bào)等活動(dòng)中進(jìn)行再現(xiàn)、操練和鞏固。此外，本課學(xué)生還學(xué)習(xí)了構(gòu)詞法--將動(dòng)詞變成相應(yīng)的名詞。在學(xué)習(xí)掌握此變化規(guī)則的過(guò)程中有的學(xué)生對(duì)加er還是or有疑惑，老師應(yīng)給予正確引導(dǎo)。
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