Unit-3-Getting-Together-Topic-2-What-does-your-mother-do-Section-B--教学设计2.doc

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Unit 3 Getting Together Topic 2 What does your mother do? Section B I. Teaching aims 1. Knowledge aims: 能够了解基本的构词法，即动词变相应的名词。 2. Skill aims: （1）能够听懂简单的课堂用语并做出适当的反应。（2）能够在口头表达中做到发音清晰，注意重音和连读。（3）能够根据字母组合和音标初步地进行单词拼读。 3. Emotional aims: 能够积极与同学合作，参与课堂调查活动。大胆实践。 Ⅱ. The key points and difficult points 1. Key points: （1）Words and expressions ：teach, act, drive （2） Sentences: ①---What does she do? ---She is a nurse. ②--- Where does she work? ---She works in a hospital. 2. Difficult points：能够运用构词法，来识记、运用单词。 III. Learning strategies 1. 培养借助图片等非文字信息帮助理解的习惯。 2. 在学习过程中能向老师和同学寻求帮助。 IV. Teaching aids 录音机/多媒体/小黑板/图片 V Teaching procedures Stage 1（8mins)： Revision Step Teacher activity Student activity Designing purpose 1.(Class activity) Greet and warm up. T: Good morning! T:… Greet and warm up. Ss: Good morning! Ss:… 2.(Group activity) Ask the students to write down the words about jobs and workplaces as many as possible. T: Class. How many words about jobs and workplaces do you know? T: Let’s write them down on the blackboard. The group that write down the most will be the winner. Write down the words about jobs and workplaces as many as possible. Ss：teacher, driver, nurse… Ss:… 复习前两节课所学的表达职业和工作地点的单词。 3.( Class activity) Ask the students to introduce their family’s jobs and workplaces. T: Can you tell us your family’s jobs and workplaces? T: Great! Who can make up a conversation with the information? T: You’ve done a great job! Introduce their family’s jobs and workplaces then make up some conversations. S1: My father is an office worker. He works in an office. My mother is a teacher. She works in a school. S1:--What does his father do? S2: He is an office worker. S1: What does his mother do? S2: She is a teacher. 自我介绍家庭成员的职业及工作地点。其他同学就他的介绍做对话练习。 Remark：复习阶段起到承前启后的作用，是新旧知识的过渡阶段，适当引入本节课的新知识可加强学生对该知识点的理解。 Stage 2 （8mins)： Task 1 Step Teacher activity Student activity Designing purpose: 1.(Group work ) Talk about the jobs and workplaces with the students. T: Class. An office worker works in an office. What about a teacher? T:Yes. We can also say“ A teacher teaches in a school.” T: Where does a farmer work? T: Yes, we know “A driver drives a bus.” “An actor acts in a movie.” T: I have written all the sentences on the blackboard. Please read them carefully. What can you see? Maybe you can talk about them. Talk about the jobs and workplaces with the teachers. Ss: A teacher works in a school. Ss: A farmer works on a farm. Ss:… Ss:… 师生对话谈论职业及工作地点。老师引导回答 A teacher teaches in a school. A farmer work on a farm. An actor acts in Harry Potter. A driver drives a bus 等。将这些句子呈现出来，并在重点词下面画线，让学生发现并总结规律。 2.( Group work ) Present all the sentences. T: Can you tell me what you find out? T: Well done. When we add to “er” after one word, it changes into another word. Are you clear? T: Here are some exercises about the words. Please finish them. Sum up the words. S1: teach-teacher farm-farmer act-actor drive-driver work –worker … Ss:Yes. 讲解构词法，并出示习题进行专项练习与巩固。 Remark：构词法的知识要在对比中学习效果更好，并且要及时训练。 Stage3（12 mins)： Task 2 Step Teacher activity Student activity Designing purpose: 1.( Class activity) Present some cities and people’s names. T: Can you guess which city the people work? T: Please listen to the tape and match the people’s names with the cities. T: Can you listen to their jobs? T: Let’s listen again and write down their jobs. T：Can you tell me their jobs? T:Let’s listen and repeat together. Listen to the tape and finish 3. Ss:… Ss:… Ss:Yes. Ss:… S1: David is a cook. S2: Lisa is a doctor. S3: Paul is a driver. S4: Danny is a teacher. 让学生听懂关于职业和工作场所的小短文。 2.( Group work ) Present the cities, the people’s name and the jobs. T: Would you like to give a talk with the information? … Make a speech according to the table. Ss:… 根据上面所听内容做报告，听力练习基础上练习口头表达能力。 Remark：听前教师要给予学生策略指导，引导学生进行预测。听后可以让学生先讨论，再核对答案，培养学生合作解决问题的精神。最后，根据所听内容做口头报告，做好听力材料的再利用。 Stage 4（10mins)： Task 3 Step Teacher activity Student activity Designing purpose: (Group work) Present the table in 4. T: Class, please survey your classmates about their partners’ jobs and workplaces. Then complete the table. And then talk about the table in groups. You can make up some conversations. T: Have you finished? T: Who can give a talk about your table? Work in groups and finish 4. Ss:… Ss: Yes. S1: A’s father is a teacher. He teaches in No.2 School. His mother is a nurse. She works in People’s Hospital in our city … 通过调查报告巩固所学知识，训练学生的实际语言运用能力。 Remark：老师可以针对不同层次的学生，设置不同层次的内容及展示活动。 Stage 5 (3mins) Teaching English sounds Step Teacher activity Student activity Designing purpose 1.(Individual work) Present all vowels. T: Let’s review all the vowels. Please read them one by one. T: Good. Let’s read them together. Review all the vowels. Ss:… Ss:… 复习所有的元音音素的发音，为完成3a,3b做铺垫。 2.（Class activity） Present the phonetic signs in Section C 3a. T: Class, please read them and complete the following words. T: Let’s check out them together. T: I think you are right. Let’s read them together aloud. Finish Section C 3a. Ss:… Ss:… Ss:… 通过读音标来完成3a的任务，进一步理解音标。 3. ( Group work) Present the pictures in 3b. T: Class, Can you describe the pictures in 3b? T: You’ve done a good job. Please open your books and read the two sentences in this book. Can you match the sentences with the pictures? T: Please listen to the tape and follow it to read aloud. Make some sentences and finish 3b. Ss:… Ss:Yes. Ss:… 通过描写句子，然后进行匹配练习，听录音并模仿，进一步巩固字母组合在句子中的发音。 Remark: 对于音标的复习可以不限于书本的形式，应运用多种方式调动学生学习兴趣，并补充活动对音标进行复习与巩固。 Stage 6（4mins)： Summarizing and assigning homework Step Teacher activity Student activity Designing purpose: 1.（Class activity) Encourage the Ss to summarize the key points T:Class will be over soon. We should summarize the key points now. Let’s begin! T: Sounds great! I hope you will remember them. Summarize the key points. S1:teach-teacher S2:farm–farmer S3:work-worker S4:act-actor S5:drive-driver … 归纳总结本课的知识点。 2.(Class activity) Assign HMK. T: For today’s HMK, I’d like you to copy your talk in 4. 适当的家庭作业有助于巩固课堂所学的知识。 Remark：强调在做家庭作业时，尽可能多的练习使用本课的重要表达法。

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