Unit3Topic2 SectionB教学设计.doc

Unit3 Topic 2 What does your mother do?Section BI. 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，降低词汇学习的难度。学生在Section A中已经学习了有关询问职业的表达法，因此，在Section B中进一步学习关于询问工作场所的表达法应该难度不大，但是有一些工作场所的英语单词表达，可能学生还不是很熟悉，因此教师应该在对话操练中给予学生适时的帮助，帮助他们顺利完成对话操练。同时在学生总结动词变名词的构词法时，应给予适当的指引和补充，帮助学生更好地了解构词法。II. Teaching aims1. 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 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 proceduresStepInteraction patternStudent activityTeacher activityIntroduction (5 minutes)1.The whole class work.2.Individual work. 1.Focus their attention on the teacher.2.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.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 teachers 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 shework?Ss: She works in ahospital.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 Marias 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 Marias parents jobs according to 1b.e.g.Girls:What does 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 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 teachers 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 peoples 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 Lis 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. Assig