Unit 3 Tioic 2 Section B 教案教學設計(仁愛版英語七年級)

Unit 3 Getting Together

Topic 2 What does your mother do?

Section B

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。透過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 ...”,同時複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，瞭解動詞變相應名詞的基本規則，擴大學生詞彙量，降低詞彙學習的難度。學生在Section A中已經學習了有關詢問職業的表達法，因此，在Section B中進一步學習關於詢問工作場所的表達法應該難度不大，但是有一些工作場所的英語單詞表達，可能學生還不是很熟悉，因此教師應該在對話操練中給予學生適時的幫助，幫助他們順利完成對話操練。同時在學生總結動詞變名詞的構詞法時，應給予適當的指引和補充，幫助學生更好地瞭解構詞法。再透過聽力練習完成職業、工作地點與人的匹配活動，進一步鞏固本話題的新句型。最後透過小組調查活動，學生運用本話題所學句型瞭解同學家長的工作情況，培養學生的語言實際運用能力。

II. Teaching aims

1. Knowledge aims

（1）能根據已學語音、音標及發音規則，正確朗讀下列詞彙並在實際的對話操練中加以應用：show, work, hospital, restaurant, on, farm, teach, act, drive;

（2）能根據已學單詞，瞭解動詞變相應名詞的基本規則，並藉助構詞法，擴大詞彙量，降低詞彙學習的難度，如：teach→teacher, work→worker, farm→farmer, drive→driver, act→actor；

（3）能在對話操練中，正確運用實義動詞第三人稱單數一般現在時的特殊疑問句及其回答；

--What does your father do?-He is a cook.

--Where does he work?-He works in a restaurant.

（4）在教師的幫助與指引下，能就有關詢問工作場所、詢問工作等資訊的表達方式進行交流。

詢問職業：--What does your father do?-He is a cook.

詢問工作場所：--Where does he work?-He works in a restaurant.

2. Skill aims

聽：能聽懂有關詢問工作場所的簡單對話或敘述並完成相應的任務；

說：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；

讀：能正確朗讀對話，注意語音語調；

寫：（1）能寫出職業及工作場所的單詞、詞組和簡單句；

（2）能借助構詞法，寫出動詞相應的名詞。

3. Emotional aims

（1）、在學習過程中，透過談論家庭成員及工作情況，使學生學會熱愛生活和關心他人；

（2）、採用小對話、小表演等靈活多樣的授課方式，激發學生的好奇心和求知慾，培養學生學習英語的興趣和積極主動的學習精神。

（3）、透過和他人共同完成任務，培養學生的合作精神。

III. The key points and difficult points

1.能就詢問職業和詢問工作場所等資訊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彙。

3.能夠藉助圖片預測對話大意。

V. Teaching aids

錄音機、教學掛圖、多媒體課件和黑板。

VI. Teaching procedures

Step Interaction pattern Student activity Teacher activity

Introduction

(5 minutes) whole class work.

etition.

vidual work.

s their attention on the teacher.

1 minute, students make dialogs to talk about their family members’ occupations as many as possible.

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? t students ready for learning.

t the sentences, and judge which group is the winner.

the students to revise the words of occupations in Section A.

Presentation

(10 minutes) whole class work.

vidual work.

work and the whole class 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.

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. 1. Show some pictures of different occupations. Let the students know how to ask the occupations and workplaces. Then present some new words.

students guess the meaning of the conversation with the help of the pictures on the textbook before listening. Play the tape. Check the answers.

the tape of 1a. Check the answers together.

Consolidation

(5 minutes) p work.

whole class work. 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.

...

after the tape sentence by sentence. a good listener and helper.

the tape.

Practice

(15 minutes)

work.

vidual work, the whole class work and pair work.

vidual work and pair work.

whole class work and individual work.

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. 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.

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. 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 answers together.

en 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 ... the students practice the expression about how to ask the workplaces.

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.

the tape and help students to check the answer.

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.

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 Li’s father is a doctor. He works in a hospital. Her mother is a ... sure the students speak English while doing the survey.

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，學生透過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、小組調查彙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