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視頻標簽：your mother
所屬欄目：初中英語優質課視頻
視頻課題：仁愛英語七上Unit 3 Topic 2 what does your mother do SectionB內蒙古省級優課
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仁愛英語七上Unit 3 Topic 2 what does your mother do SectionB內蒙古省級優課
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 ...”,同時復習鞏固有關職業的表達“What does he/she do? He/She is a ...”。此外，本課還將學習構詞法，了解動詞變相應名詞的基本規則，擴大學生詞匯量，降低詞匯學習的難度。 II. Teaching aims 1. Knowledge aims
能根據已學語音、音標及發音規則，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;
能根據已學單詞，了解動詞變相應名詞的基本規則，并借助構詞法，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；
能在對話操練中，正確運用實義動詞第三人稱單數的特殊疑問句及其回答； 在教師的幫助與指引下，能就有關詢問工作場所、詢問工作等信息的表達方式進行交流。 2. Skill aims
能聽懂有關詢問工作場所的簡單對話或敘述并完成相應的任務； 能根據圖文就詢問職業以及詢問工作場所的話題進行交流； 能正確朗讀對話，注意語音語調； 能寫出職業及工作場所的單詞或詞組； 能借助構詞法，寫出動詞相應的名詞。 3. Emotional aims
在學習過程中，通過談論家庭成員及工作情況，學會熱愛生活的關心他人； 采用小對話、小表演等靈活多樣的授課方式，激發學生的好奇心和求知欲，培養學生學習英語的興趣和積極主動的學習精神。 III. The key points and difficult points
1.能就詢問職業和詢問工作場所等信息進行對話操練和小組調查活動。 2.結合構詞法，寫出動詞相應的名詞。 IV. Learning strategies
1.以自行總結和發現規律代替機械記憶。 2.能夠使用構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、教學掛圖和黑板。 VI. Teaching procedures
Step
Interaction pattern
Student activity
Teacher activity
Introduction (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
1.Greet students ready for
learning.
2.Help the students to
revise the words of occupations in Section A.
student, too. What about your family?
Presentation (10 minutes)
1.The whole class work.
2.Individual 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.
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.Pair work and the whole class work.
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.
3.Play the tape of 1a.
Check the
answers
together. Consolidation (5 minutes)
1.Group work. 2.The
whole 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 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 whole class work
and pair 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.
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.Individual
work and pair work.
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
3.Play the tape and help
students to check the answer.
4.The
whole class work and individual work.
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 ...
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.
1.Make sure the students speak English
while
doing the survey.
Li Li’s father is a doctor. He works in a hospital. Her mother is a ...
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：
在這節課中，學生通過Maria和Kangkang的對話，在已學詢問工作的基礎上，進一步學習詢問工作場所的表達，同時在聽力、對話、小組調查匯報等活動中進行再現、操練和鞏固。此外，本課學生還學習了構詞法——將動詞變成相應的名詞。在學習掌握此變化規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
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