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视频标签：your mother
所属栏目：初中英语优质课视频
视频课题：仁爱英语七上Unit 3 Topic 2 what does your mother do SectionB内蒙古省级优课
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仁爱英语七上Unit 3 Topic 2 what does your mother do SectionB内蒙古省级优课
I. 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。 II. Teaching aims 1. 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：teach→teacher, work→worker, farm→farmer, drive→driver, act→actor；
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 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：
在这节课中，学生通过Maria和Kangkang的对话，在已学询问工作的基础上，进一步学习询问工作场所的表达，同时在听力、对话、小组调查汇报等活动中进行再现、操练和巩固。此外，本课学生还学习了构词法——将动词变成相应的名词。在学习掌握此变化规则的过程中有的学生对加er还是or有疑惑，老师应给予正确引导。 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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