2020学年仁爱版英语精品资料Topic 2 What does your mother do?Section AI. Material analysis本课是第二个话题的第一课，通过Kangkang等几个小朋友的对话，学习有关不同职业的词汇和打招呼、询问职业等信息的表达方式，以及实义动词第三人称单数的特殊疑问句及其回答另外，在语音板块还将学习和总结字母组合ow, oy, ear, ure, tr, dr等的音标及发音规律，同时结合发音规律尝试拼读新单词II. Teaching aims1. 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：home, kid, glad, mother, father, doctor, parent, office, worker, driver, farmer, cook, nurse;通过拼读已学单词学习和总结字母组合ow, oy, ear, ure, tr, dr等的音标及发音规律：/Ý/，/ /，/?/，/ý/，/tr/，/dr/，结合发音规律尝试拼读新单词；能正确运用实义动词一般现在时的特殊疑问句及其回答；能运用本课所学的打招呼、询问职业等交际功能的基本表达进行交流，如： （1）—Glad to meet you! —Glad to meet you, too. （2）—What does your mother do? —She is a teacher.2. Skill aims能听懂有关询问职业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的话题进行交流；能正确朗读对话，注意语音语调；能根据字母组合和音标初步地进行单词拼读；能写出询问和回答对方职业的简单句。
3. Emotional aims 在学习过程中，通过谈论家庭成员及工作情况，学会热爱生活和关心他人III. The key points and difficult points 1.通过拼读已学单词，学习和总结字母组合ow, oy, ear, ure, tr, dr等的音标及发音规律:/ Ý /，/ /，/?/，/ý/，/tr/，/dr/ 并结合发音规律尝试拼读新单词2.能在学习有关打招呼、询问职业等信息的表达方式的基础上进行对话操练IV. Learning strategies1.能够结合图片预测对话的大意2.培养借助图片帮助听说的习惯3.能够清楚、大声地进行朗读，大胆开口，反复模仿V. Teaching aids录音机、教学挂图、多媒体和黑板VI. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction (5 minutes)1.The whole class work.2.Individual work and pair work.1.Focus their attention on the teacher.2.Do duty report. Students make self-introduction.e.g. My name is..., I am from..., I like..., It is nice to meet you... I can speak a little ... Then the other students ask and answer questions in pairs according to the students’ duty report.e.g. What’s his/her name?Where is he/she from?Does he/she like ...?Does he/she speak English?1.Greet students ready for learning.2.Help the students to express correctly. Revise the expressions and functions of self-introduction and express likes and dislikes.Presentation (10 minutes)1.The whole class work.2.Individual work.3.Individual work, pair work and the whole class work1.Answer the teacher’s questions about occupations. Learn some new words about occupations (home, kid, glad, mother, father, doctor, parent, office, worker, driver, farmer, cook, nurse).e.g.T: What do I do?S: You are a teacher.T: What do you do?S: I am a student.(Look at the pictures of occupations which are shown by the teacher and learn some new words.)e.g.T: What does he/she do?S: He/She is a/an...2.Do 1a. Look at the pictures in 1a. Guess what the students may talk about in the conversation. Then listen to the tape and check. 3.Do 1b. Complete the table in 1b while listening. Check with your partner and then the whole class check the answers together.1.Ask the students some questions to lead to the topic-occupations. Show them some pictures and present the new words about occupations. 2.Play the tape. Present the functional sentences in the conversation: Glad to meet you! What does your mother do? Check the answers in 1b.3.Play the tape again. Walk around and offer help if necessary.Consolidation(5 minutes)1.Individual work.1.Listen to 1a again and fill in the blanks:Maria: Kangkang, what does your ______ do?Kangkang: She is a ______.Jane: And your ______?Kangkang: He is a doctor. Michael, what do your _______ do?Michael: They are office _______.1.Make the students consolidate the words of family members and occupations while listening and filling in the blanks.Practice (15 minutes)1.Pair work.2.Group work.3.Individual work and the whole class work.4.Group work.5.Pair work.1.Do 1c. Make up conversations with the structures and words in pairs. Then report to the class.2.Look at the pictures about occupations which are shown by the teacher. Say the words as quickly as you can. The group which can say the word correctly and the most quickly can get 10 points. The group which get the most points is the winner.3.Do 2. Look at the passage and pay attention to the key words (words about occupations) before listening. Then listen to the tape. Write down the answers individually. Then the whole class check the answers together.4.Do 3a. Sit in seven groups. Each group reads the words in 3a. Discuss in groups and try to find out the rules of sounds. After that, one student from each group reads the words and the sounds to the class. After checking by the teacher, the student teaches the whole class to pronounce the words and the sounds.5.Do 3b. Work in pairs and read the words in 3b. Then listen, check and repeat. Try to make tongue twisters.e.g. How did Mr. Brown get down?A boy with a toy is Joy.1.Make sure the students pronounce the new words correctly.2.Show some picture cards about occupations. Organize a group competition to help the students consolidate the new words about occupations.3.Remind the students to pay more attention to the key words while listening. Play the tape. Help them check the answers.4.Let the students read the words and find out the rules of sounds by themselves. Help them check the words and sounds when they report to the class.5.Play the tape. Help the students check the words.Production (10 minutes)1.The whole class work. 1.Say the words about occupations and expressions about greeting and asking somebody’s occupation which you learned today.e.g.A:What does your mother do?B: She is a nurse.A: And your father?B: He is a cook. What do your parents do?A: They are bothteachers....1.Sum up the words and the expressions in Section A.2.Assign homework:Read and recite 1a;Preview Section B；Complete the table below according to your family.personjobgrandfathergrand-motherfathermothermeTeaching reflection： 在这节课中，大部分关于职业的词汇都是生词，因此学生可能在发音上还不是很熟练，因此教师应适时予以帮助和纠正，同时结合对话、问答等活动帮助学生巩固和再现这些生词；同时，教师应引导学生在音标教学中结合已学单词自行总结发音规律，并能结合发音规律拼读新的单词，摈弃以往填鸭式的枯燥的音标教学。
由于时间的关系，可能有的教学步骤没办法在一节课内完成，教师可自行根据教学实际进行调整 VII. Blackboard designWhat does your mother do?Section A Sounds:1. —Glad to meet you! home /Ý/ —Glad to meet you, too. kid /
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学生在Section A中已经学习了有关询问职业的表达法，因此，在Section B中进一步学习关于询问工作场所的表达法应该难度不大，但是有一些工作场所的英语单词表达，可能学生还不是很熟悉，因此教师应该在对话操练中给予学生适时的帮助，帮助他们顺利完成对话操练同时在学生总结动词变名词的构词法时，应给予适当的指引和补充，帮助学生更好地了解构词法II. Teaching aims1. 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 proceduresStepInteraction patternStudent activityTeacher activityIntroduction (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 student, too. What about your family?1.Greet students ready for learning.2.Help the students to revise the words of occupations in Section A. Presentation (10 minutes)1.The whole class work.2.Individual work.3.Pair 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 shework?Ss: She works in ahospital....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. 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.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.Play the tape of 1a. Check the answers together.Consolidation(5 minutes)1.Group work.2.The whole class work.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 sentence by sentence.1.Be a good listener and helper.2.Play the tape.Practice (15 minutes)1.Pair work.2.Individual work, the whole class work and pair work.3.Individual work and pair work.4.The whole class work and individual 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.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 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 ...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.Play the tape and help students to check the answer.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. Li Li’s father is a doctor. He works in a hospital. Her mother is a ...1.Make 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 designWhat does your mother do?Section B1. —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 Section CI. Material analysis 本课是第二话题的第三课，主要活动是1a和3a。
通过对话的方式，呈现Kangkang的家庭照片，学习有关家庭成员的词汇和“询问与介绍家庭成员”的表达，最后以文段的形式进行信息输出的汇报同时在本课中，还将复习和再现学生在Section A中所学的音标/aK/，/
3. Emotional aims 在学习过程中，通过谈论家庭成员及工作情况，使学生更加热爱生活、热爱家人；采用画家庭树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.能就家庭成员及其职业、工作场所等信息进行对话操练和文段输出2.能结合字母组合的发音规则，进行单词拼读和拼写IV. Learning strategies1.能借助课文的插图和读前问题的设置来预测文章大意2.培养借助图片帮助听说和阅读理解的习惯3.逐渐养成预习和复习的好习惯V. Teaching aids录音机、多媒体、教学挂图和黑板VI. Teaching proceduresStepInteraction patternStudent activityTeacher activityIntroduction (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 homework to the class. Talk something about your family members’ occupations and workplaces.e.g. In my family, there are five people, my grandfather, my grandmother, my father, my mother and I. My father works in a hospital. He is a doctor. My mother works in a school. She is a teacher...1.Greet students ready for learning.1. Help the students to revise the words and expressions in Section B. Presentation (10 minutes)1.The whole class work.2.Individual work.3.Individual work and pair work.1.Look at the photo of the teacher’s family. Try to guess who the family members are in the photo.e.g.T: Who is the girl in a red skirt?Ss: Is that you?T: Yes, you are right.Who is the man in a black coat?Ss: Is that your father?T: No, it’s my uncle. He is my father’s brother....2.Do 1a. Look at the pictures and read the pre-reading questions in 1a. Predict the main idea of the passage. Guess who the boy in the photo is and circle his mom and dad.3.Skim the dialogues in 1a. Check whether the answers you guess are right or wrong. Read the dialogues. Then ask and answer in pairs.e.g.A:Who is the young woman in yellow?B:She is Kangkang’s aunt.A: Who is the man in a green T-shirt?B: He is Kangkang’s uncle.A: Is the young woman in red Kangkang’s mother?B: Yes, she is....1.Show a photo of the family. Make the students look at the photo and guess who the family members are in the photo. Help them to use the new sentence pattern, “Who is the ... in ...?”2.Let the students do some tasks before reading.3.Make sure the students know how to ask and answer answers about family members.Consolidation (5 minutes)1.Individual work and the whole class work.2.Individual work.3.Individual work and pair work.1.Read 1a again and complete the passage in 1b individually. Then the whole class check the answers together.2.Try to retell 1b with the help of the picture in 1a.e.g.This is a photo of Kangkang’s family. The young man in a green T-shirt is his uncle. The young woman in yellow is his aunt. They have a daughter and she is in pink ...This is a photo of ________. The young man in _________ is his uncle. The young woman in ______ is his aunt. They have a _____ and she is in ____. ...This is a ______. The young man _______ is his uncle. The woman ____ is his aunt. They have ____ and she is _____....3.Do 1c. Complete Kangkang’s family tree individually. Then ask and answer questions with your partner.e.g.A:Who is the man in black?B:He is Kangkang’s father.A:Who is the woman in yellow?B:She is Kangkang’s aunt....1. Check the answers.2.Help the students learn to retell the passage. Show the passage with some words missing. It can not only help them consolidate the dialogues in 1a but also improve their spoken English.3.To be a good listener and helper while the students make their conversations.Practice(15 minutes)1.Group work.1. Individual work.3.Individual work.1.Revise the sounds /aK/，/