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1、Unit 3 Getting Together Topic 2 What does your mother do？Section D. Teaching aims and demands 教学目标1. (1) Learn the following phonetic symbols:/m/, /n/, /N/, /l/(2) Learn some new words and a phrase:happy, teach, only, after, look after2. Review Wh-Questions with what/where:(1)What do your parents do
2、?(2)Where do you/they work?3. Learn the useful sentences:(1)I have a happy family.(2)My grandparents live with us and look after Rose at home.(3)Jacks mother is in red. Teaching aids 教具单词卡片/图片/录音机/幻灯片/录像设备/小黑板/奖品/投影. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:15分钟)放录音，出示全家福，师生对话，复习有关职业的
3、词汇及句型，引出新词汇，导入新课。1. (方案一)(播放含有职业性对话的录音片断，师生互动。)T: Now, lets listen to the tape, and answer my questions.(1)(播放医生询问病人病情的录音片断，可以是中文的。)T:What does the man/woman do?S1:He/She is a doctor.(2)(播放教师上英语课的录音片断。)T:What does the man/woman do?S2:He/She is a teacher.T: He/She teaches English.(板书，教学新单词，并要求掌握。)tea
4、cher teach(3)(播放学生上课的录音片断。)T:What do they do?S3:They are students.(以同样的方式进行其他“听录音辨职业”训练。)(方案二)(看录像/幻灯片/投影/图片，找出具有职业特征的人物。)(教师让学生快速观看录像/幻灯片/投影/图片，然后提出问题。)T:Who can you see?S4:I can see a teacher.S5:I can see a doctor.S6:I can see a driver.(直到没有学生补充为止，然后再现材料，让学生仔细观察，师生合作，共同找出所有职业性人物。)2. (看谁演得好:让学生上前表演
5、各种职业的特征，可利用道具。) T: Nice work! Now Ill ask some students to act out different jobs and say what you do and where you work. S7, please.S7:I am a I work in a (学生一边说一边做该职业的标志性动作。)S8:I am a I work in a (像S7一样)(所有volunteers表演完毕后，师生一起评出“最佳演员”，并颁发奖品。如：英语本。)3. (教师出示一张自己家三代同堂的全家福，师生问答，引出新词汇。) T:Boys and girls
6、, please look at this photo of my family. This girl is my little daughter. Can you guess how old she is? Ss:She is four years old. (学生猜测女儿的年龄。) T:Yes. She is only four years old, and she is very cute. (板书，教学新单词，并要求学生掌握only；了解cute。)only, cute Ss:Yes. T:Do you know whos looking after my daughter now?
7、Ss:Her grandparents. (板书，并要求掌握。)after, look after T:You are right. I think I have a happy family. (板书，学习新单词，并要求掌握。)happy (导入1。)Step 2 Presentation 第二步 呈现(时间:10分钟)运用卡片学习音标；听录音，做阅读理解，掌握目标语言。1. (出示1中的单词卡，让学生认读单词。) T:Boys and girls, we all know this word, right? (手持family单词卡。) Now Ill show you more word
8、 cards. Please read these words in turn. (手持nurse单词卡) S1:Nurse. (手持apple单词卡) S2:Apple. (手持map单词卡) S3:Map. T:(出示mouse, monkey的单词卡。) Well done! Now please look at the two words. Can you read them? The old words can help you. Ss:Mouse, monkey. (教师可帮助学生学会怎样用学过的单词拼读新单词。)2. (让学生把单词卡片归类。教学音标/m/, /n/, /N/,
9、/l/.)T:Good. You are very clever. Now please divide these words according to the pronunciation. (板书)/m/ /n/ /N/ /l/ 3. (播放1录音，并让学生跟读，直到读准确为止，完成1。) T:Very good! Now please listen to the tape and repeat.4. (由自己家的全家福照片，导入2a。) T: You know about my family. Today we have a new friend, Peter. Here is a pho
10、to of Peters family. After listening to the tape, youll know about his family. Do you want to know him? (1)(让学生听2a，然后回答小黑板上所列的问题，师生核对答案。) T: Please listen to the tape. Then answer the following questions.1. How old is Peter?2. Where is he from?3. How old is his little sister? (2)(再播放2a录音，完成在小黑板上绘制的如
11、下表格，训练学生的听力。) T: Listen to the tape again. And fill out the table on the small blackboard.Family memberJobWorkplacePeterFatherMotherStep 3 Consolidation 第三步 巩固(时间:6分钟)通过复述短文和人物访谈，使学生进一步巩固目标语言。1. (学生精读2a，完成2b，核对答案；并要求同桌之间进行对话。)T: Read 2a again. Then answer the questions in 2b. Then check the answers
12、with yourdeskmate.2. (板书关键词，让学生复述2a。) T:Please retell the passage according to the key words on the blackboard.Petercome fromtwelvestudentBeijingfatherdoctorhospitalmotherteacherschoolRosefourgrandparentslook after(学生如有困难，教师要及时给予帮助，对复述流畅、准确的学生给予鼓励。)3. (仿写短文，让学生把自己的家庭情况，用关键词概括，然后口述。) T:Imitate the pa
13、ssage in 2a and retell the information about your family orally.4. (人物访谈：让两位学生表演，S1扮记者，S2扮外国明星。)T:Lets have an interview. Suppose S1 is a reporter, S2 is a famous foreign star. S1 interviews S2. OK, please!S1:Welcome to China, Mr./Miss S2:Thank you.S1:May I know your family?S2:Sure.S1:What does your
14、 father/mother do?S2:My father/mother is a (an) S1:Do you like China?S2:Yes. I like China very much.S1:Thank you very much.S2:Youre welcome.(让学生两人一组练习人物访谈对话。)Step 4 Practice 第四步 练习(时间:8分钟)通过做游戏和做练习，使学生在运用中掌握目标语言，并训练学生的听力。1. (播放两遍3的录音，第一遍让学生了解大意，第二遍后判断正误，核对答案。) T: Listen to the tape for the first tim
15、e in order to learn about main ideas. Then listen again and mark True or False in 3. Ill check the answers.2. (重放3录音，学生获取更多信息，并根据对话内容，复述Jack的家庭情况，完成3。) T:Listen to the tape again, and try to get more information. Then retell Jacks family according to the dialog.3. (做游戏：找朋友。课前把4a，4b中的问句和答句写在卡片上，打乱顺序，
16、让十六个学生抽取卡片，然后迅速找到与自己相对应的问句或答语，两人一组表演出来。) T:Lets play a game: Finding friends. Here are sixteen cards. Ill ask sixteen students to draw the cards. Then find out their own questions or responses quickly and act out in the front. Example: Group 1 S1:What do your parents do? S2:They are both office work
17、ers. Group 2 S3:What do you do? S4:Im a student. 4. (播放4a、4b录音，学生跟读，并注意语音语调。完成4a和4b。) T:Listen to the tape and repeat. Pay attention to your pronunciation and intonation.5. (教师出示小黑板，学习并操练本单元的特殊疑问句。) T:Lets do some exercises. Please look at the small blackboard. Fill in the blanks, then check the ans
18、wers together.对画线部分提问：(1) My parents are workers. do your parents ?(2) I am a student. do you ?(3) The man works on a farm. the man work?(4) They work in a school. they work?(核对答案。)Step 5 Project 第五步 综合探究活动(时间:6分钟)通过画家谱，采访，填表格，写短文等形式，培养学生综合运用本话题语言知识的能力。1. (听叙述，画家谱。老师让一个或几个学生介绍自己的家庭情况，其他学生根据叙述，画出家谱，看
19、谁画得最正确。完成5（1）。) T:Listen to the description of your partners family photo. Then draw his/her family tree. And we will decide who draws best.2. (人人都做小记者。学生两人一组相互采访，完成5(2)。) T:Suppose you are a reporter, interview your partner about his/her family members. Then fill out the table in 5.3. Homework:让学生根据5(2)采集到的信息，写一篇介绍搭档家庭的小短文，完成5(3)。教师挑选几篇写得好的短文，粘贴在教室后面的英语学习园地栏。板书设计：What does your mother do?Section Dlive with uslook after1. /m/, /n/, /N/, /l/in red2. My grandparents live with us and look after Rose at home.on the sofa 3. What do your parents do?a photo of my family4. What does the man do?
