1、Unit 3 Getting TogetherTopic 2 What does your mother do? 教学设计Section AThe main activities are 1a and 2a. 本课重点活动是 1a 和 2a。. Teaching aims and demands 教学目标1. (1) Learn some words about jobs:doctor, worker, driver, farmer, cook, nurse(2) Learn some other new words and a phrase:kid, glad, seat, have a s
2、eat, mother, father, parent, office2. (1) Talk about jobs:What does your mother do?She is a teacher.What do your parents do?They are both office workers.(2)Talk about greetings and introductions: Glad to meet you.Glad to meet you, too. Maria, this is my mom. Teaching aids 教具名词卡片/人称代词卡片/图片/教学挂图/录音机/幻
3、灯片 /小黑板. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:10 分钟)通过做游戏和师生问答等形式，复习上个话题的重点知识，并导入新课。1. (问答游戏。复习 Do you like ?句型及答语。)(1)把学生分成六人一组，每组准备七、八张名词卡片。(2)第一个学生先抽一张卡片，其他学生一起问：Do you like ? 让这位学生用 Yes, I like it a little/a lot/very much.或 No, I dont like it at all.来回答。(3)小组内每个学生轮流问答一次后，游戏停止。
4、T: Boys and girls, lets play a game: Ask and Guess.2. (教师出示人称代词卡片，让学生以“接龙” 形式用教师呈现的人称代词造句。)T: Nice work! Now please look at these cards. Please use these words to make sentences one by one.Example:T: meS1: He often helps me.T: theyS2: They are teachers.T: sheS3: She is my friend.(换成学生持卡片，教师造句子，导入新句型
5、。)S4: youT: What do you do? (教师讲解。)Ss: We are students. (帮助学生回答。)T: (指着一个男/女生) What does he/she do?Ss: He /She is a student.(板书学习新句型，并要求学生掌握。)What does he/she do?He /She is a student.T: Do you want to know more jobs? Lets come to the new lesson. (导入新课)Step 2 Presentation 第二步 呈现(时间:13 分钟)通过展示图片、师生问答和
6、分角色表演等形式，初步呈现新单词及新句型。1. (出示 1c 图片，教授关于职业的新单词。 )T: Look at Picture 1. What does he do?Ss: Hes a driver. (教师帮助学生回答。)(板书并要求掌握。)driverT: Look at Picture 2. What does he do?Ss: Hes a farmer. (教师帮助学生回答。)(板书并要求掌握。)farmer(以同样的方式，出示图片，学习新单词 cook, nurse, office, worker, doctor。并要求学生掌握。提醒学生注意 an office worker。
7、)2. (让学生听 2 录音，跟读，并注意语音语调。)T: Please listen to the tape and repeat. Pay attention to the pronunciation and intonation.3. (学生两人一组，运用 1c 的图片，练习 What does he/she do? He /She is a/an 句型，完成 2。)T: Please practice in pairs using the pictures in 1c. Then Ill ask several pairs to act out in the front.4. (师生问
8、答，自然过渡到 1a 的教学。)T: Nice work! Boys and girls, we learnt so many jobs just now. Do you want to know Kangkangs families and their jobs?Ss: Yes.T: Please follow Maria, Jane, Michael to Kangkangs home.(呈现 1a 的教学挂图，向学生们介绍。 )T: Look at this picture. This is Kangkangs mother. The four kids are Maria, Jane,
9、 Michael and Kangkang.(板书并要求学生掌握。)mother, kidT: What does Kangkangs mother say to the kids?Ss:Glad to meet you.T: Good! Then how do the kids reply?Ss:Glad to meet you, too.(板书，教学新单词及新句型，并要求学生掌握。)gladGlad to meet you.Glad to meet you, too.T: These kids are standing at Kangkangs home. Do you know how
10、to say“就座”in English?Ss: Have a seat. (教师帮助学生回答。)(板书并要求学生掌握。)seat, have a seat5. (教师放 1a 录音，让学生跟读并注意语音语调。)T: OK. Please listen to the tape and read after it. Pay attention to the pronunciation and intonation.6. (教师设置一个场景 At Kangkangs home.)T: Suppose you are at Kangkangs home. Lets role-play.(教师和四个学
11、生合作，示范表演 1a 对话，之后学生五人一组操练，教师巡回指导，挑两组比较出色的上台表演。完成 1b。)7. (根据 1a 的教学挂图，过渡到 1b。)T: Look at the picture. Kangkangs mother welcomes the kids at Kangkangs home. What do Kangkangs parents do? Do you want to know?(板书并讲授 parent(s)的含义，引出 father，要求学生掌握。)mommotherdadfathermother or fatherparentmother and father
12、parentsStep 3 Consolidation 第三步 巩固(时间:7 分钟)通过听录音回答问题、填空以及分角色朗读、填写表格等形式，使学生在运用中进一步掌握新单词和新句型。1. (教师播放 1a 录音，要求学生根据录音回答问题。)T: Please listen to the tape and answer the question: What do Kangkangs parents do?(核对答案。)2. (再放 1a 录音，要求学生根据录音填空，教师将听力问题用幻灯片呈现出来。)T: Listen to the tape again and fill in the blank
13、s on the slide.Kangkang, what does your do?She is a .And your father?He is a . Michael, what do your do?They are office workers.(核对答案后分角色朗读 1a，然后四人一组操练。完成 1a-2。)T: Read 1a-2 in roles. Then practice in groups of four.3. (让学生独立完成 1b。)T: Read 1a again and fill out the table in 1b.(核对答案。)4. 听 2 中的对话，选择合
14、适的词语完成短文填空。5. 先放 3a 中的录音，然后跟读各个单词的发音。6. 小组合作， 勾出 3b 中听到的单词，相互检查核对答案。Step 4 Practice 第四步 练习(时间:8 分钟)通过“职业竞猜 ”游戏、师生和生生问答等形式，使学生熟练掌握新单词和新句型。1. (做“职业竞猜” 游戏，使学生在表演中熟悉职业名称。)T: Lets play a guessing game.(1)(活动过程：)(教师事先制作写有职业名称的卡片。如：teacher, worker, doctor, cook, driver 等。)(活动前教师作一次示范：教师随意抽取一张卡片(如 teacher)，
15、并根据卡片上写的职业，做一个能代表该职业的动作(表演哑剧，假装在黑板上写字，或拿着书来回踱步等。)然后示意学生举手猜出该职业。学生若不能猜对，可以提问，但教师只能用 Yes 或 No 作答。)例如：S1: Are you a doctor?T: No.S2: Are you a teacher?T: Yes.(学生猜对教师示范的职业后，教师退出活动，同时让猜对的那个学生上台抽卡、表演和回答问题，下一个猜对者接着上台抽卡，以此类推。)(2)(有关说明：)(每次提问次数和猜测次数应有所限制，在规定次数内仍未猜对，则可进行下一轮竞猜。)(本活动也可采用两组对抗形式，即一组派代表抽卡片表演，另一组猜职
16、业。双方轮换角色，最后猜对次数多，准确率高的一组获胜。)2. (教师出示各种职业人士的图片和学生进行对话练习，操练 What do/does do?)T: What do you do?Ss: Were students.(教师按照图片依次问学生。)T: What does the man do?S3:He is a driver.T: What does she do?S4:She is a doctor.T: What does the man do?S5:He is an office worker.(教师应提醒学生注意此句中 an 的用法并板书。)He is an office wor
17、ker.3. (教师把图片分给各小组，小组内每人轮流模仿老师提问其他学生，让每一位学生都有机会说英语。然后各组交换图片，进行对话练习。)T: Please ask and answer in groups using these pictures.Step 5 Project 第五步 (时间 :7 分钟)Homework:(1)学生采访自己的爸爸或妈妈，然后写一篇短文介绍他们工作的具体情况。鼓励学生在作业纸上画一张父亲(母亲)的画或贴一张父亲(母亲)的照片。下节课向全班宣读。(2)准备一个硬纸板，剪成圆形的，直径 10cm，制成一个转盘，下节课用。板书设计：What does your mother do?Section AAn office worker What do you do?Glad to meet you. Im a (an)Please have a seat. What does do?They are both office workers. He /She is a (an)
