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Unit 3 Getting Together
Topic 2 What does your mother do
Section A
一、教学目标
1. 掌握本节课重点词汇：home, kid, glad, mother, father, doctor, parent, office, worker, driver, farmer, cook, nurse
2. 掌握本节课重点句型：
(1) —Glad to meet you!
—Glad to meet you, too.
(2) —What does your mother do
—She is a teacher.
3. 能听懂有关询问职业的简单对话。
4. 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。
5. 能够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, 结合发音规律尝试拼读新单词。
6. 能通过谈论家庭成员及工作情况，学会热爱生活和关心他人。
二、教学重点及难点
重点：
1. 熟练掌握本课重点词汇和句型的运用。
2. 能听懂有关询问职业的简单对话。
3. 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。
难点：能够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, 结合发音规律尝试拼读新单词。
三、教学过程
Step 1 Warming up
Guide Ss to figure out the work they do in the picture.
【设计意图】通过观察图片和说出职业引出本节课话题——职业。
Step 2 Pre-listening
1. Guide Ss to learn the new words.
【设计意图】通过图片的方式帮助学生更好地学习和记忆生词。
Step 3 While-listening
1. Guide Ss to listen and complete the table.
【设计意图】通过听对话并完成表格的活动，让学生获取关键信息。
2. Guide Ss to listen again and fill in the blanks.
【设计意图】帮助学生进一步理解对话，同时训练学生获取具体信息的能力。
Step 4 Post-listening
1. Guide Ss to role-play the dialogue.
【设计意图】通过角色扮演，巩固学生对材料内容的理解，并进行语言输出。
2. Guide Ss to say and fill
【设计意图】通过看图和填空的形式，帮助学生初步理解关于职业的词汇。
3. Guide Ss to listen and complete the passage with the correct words.
【设计意图】通过听力填空的活动，在语篇中帮助学生巩固跟有关职业词汇的应用。
4. Guide Ss to make up conversations.
【设计意图】通过编写对话的形式为学生提供真实的语境，让学生将本课所学学以致用，同时检查学生对本节课的掌握情况。
5. Guide Ss to make a report.
【设计意图】通过做报告的形式，帮助学生巩固本节课的语言知识点。
6. Guide Ss to listen and read.
7. Guide Ss to work in pairs and read the words. Then listen, check and repeat.
【设计意图】通过听和读的形式，帮助学生学习和总结字母组合ow, oy, ear, ure, tr, dr等的音标及发音规律, 结合发音规律尝试拼读新单词
Step 5 Summary
Summarize what they’ve learnt in this class.
Step 6 Homework
1. Guide Ss to recite the dialog in 1a.
2. Guide Ss to make a survey about what their friend’s parents do, then make a report.
3. Guide Ss to review Section B.
【设计意图】巩固本课所学，预习帮助学生养成良好的学习习惯，提升课堂学习效果。
四、板书设计
Unit 3 Getting Together
Topic 2 What does your mother do
Section A
Key words: home, kid, doctor, parent, office, worker
Key sentences
(1) —What do you do
—I am a (an) ...
(2) —What do your parents do
—They are ...
(3) —What does he/she do
—He/She is a (an) ...
1 / 3Unit 3 Getting Together
Topic 2 What does your mother do
Section B
一、教学目标
1. 掌握本节课重点词汇：show, work, hospital, restaurant, on, farm, teach, act, drive
2. 掌握本节课重点句型：
—Where does she work
—She works in a hospital.
3. 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。
4. 听懂有关询问工作场所的简单对话。
5. 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。
二、教学重点及难点
重点：
1. 熟练掌握本课重点词汇和句型的运用。
2. 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。
3. 听懂有关询问工作场所的简单对话。
难点：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。
三、教学过程
Step 1 Warming up
Guide Ss to look at the pictures and ask and answer.
【设计意图】复习上节课关于职业的句型和词汇。
Step 2 Pre-listening
1. Guide Ss to learn the new words.
【设计意图】通过图片方式帮助学生更好地学习和记忆生词。
Step 3 While-listening
1. Guide Ss to listen and match the pictures with Maria’s parents’ jobs and workplaces.
【设计意图】通过听和连线的活动，帮助学生了解文章大意。
2. Guide Ss to listen again and fill in the blanks.
【设计意图】帮助学生进一步巩固本节课重点语法和词汇在语境中的运用。
Step 4 Post-listening
1. Guide Ss to role play.
【设计意图】让学生角色扮演，巩固其对材料内容的理解，并进行语言输出。
2. Guide Ss to look at the pictures and phrases then make up conversations.
【设计意图】通过给学生提供语境的形式，帮助学生操练重点词汇和句型。
3. Guide Ss to fill in the blanks with do/does.
【设计意图】通过填空的形式，帮助学生巩固特殊疑问句中do/does的使用规则。
4. Guide Ss to make new words by adding –er/or at the end of the root words. Then complete the sentences with the correct forms.
【设计意图】通过填空的形式，帮助学生复习er/or的变化规则和使用场景。
5. Guide Ss to listen and match the people’s names with the cities. Then listen again and write down their jobs.
6. Guide Ss to listen and fill
【设计意图】通过听的活动，帮助学生巩固和职业相关的词汇。
7. Guide Ss to survey their classmates about their parents’ jobs and workplaces. Then complete the table.
8. Guide Ss to make a report.
【设计意图】通过小组活动，锻炼学生合作完成任务的能力，同事检查学生对本节课内容的掌握情况。
Step 5 Summary
Summarize what they’ve learnt in this class.
Step 6 Homework
1. Guide Ss to recite the dialog in 1a.
2. Guide Ss to make a survey about what their friend’s parents do and where they work, then make a report.
3. Guide Ss to preview Section C.
【设计意图】巩固本课所学，预习帮助学生养成良好的学习习惯，提升课堂学习效果。
四、板书设计
Unit 3 Getting Together
Topic 2 What does your mother do
Section B
Key words: work, hospital, restaurant, farm, teach, act, drive
Key sentences:
(1) —Where does he work
—He works in a school.
(2) —Where do they work
—They work in a hospital.
1 / 3Unit 3 Getting Together
Topic 2 What does your mother do
Section C
一、教学目标
1. 掌握本节课重点词汇：aunt, uncle, brother, sofa, grandparent, cousin, daughter
2. 掌握本节课重点句型：
(1) This is a photo of my family.
(2) —Who is the young woman in yellow
—She’s my aunt.
(3) —Is the young man in a green T-shirt your uncle
—Yes, he’s my uncle, my father’s brother.
3. 能够读懂有关家庭成员的对话。
4. 能够通过家谱图了解家庭成员的称呼。
5. 能够结合字母组合的发音规则，拼读和拼写单词。
6. 能结合家庭成员、职业及工作场所，写出一篇介绍家庭成员工作情况的短文并作报告。
二、教学重点及难点
重点：
1. 掌握本课重点词汇和句型。
2. 能够读懂有关家庭成员的对话。
3. 能够通过家谱图了解家庭成员的称呼。
4. 能够结合字母组合的发音规则，拼读和拼写单词。
难点：能结合家庭成员、职业及工作场所，写出一篇介绍家庭成员工作情况的短文并作报告。
三、教学过程
Step 1 Warming up
1. Guide Ss to free talk
(1) How many people are there in your family
(2) Who are they
【设计意图】通过谈论家庭成员情况，引出阅读话题——家庭成员和成员介绍。
Step 2 Pre-reading
1. Guide Ss to learn the new words.
【设计意图】通过图片方式帮助学生更好地学习和记忆生词。
2. Guide Ss to look at the picture and answer the questions below.
(1) How many people are there in this family
(2) Can you guess who the boy is in the photo
【设计意图】通过观察图片，回答问题，帮助学生猜测了解文章大意。
Step 3 While-reading
1. Guide to read, circle and answer.
【设计意图】通过回答问题的形式，检查学生对阅读文章的理解是否正确。
2. Guide Ss to read and mark T (True) or F (False).
3. Guide Ss to read again and complete the passage.
【设计意图】通过不同形式的阅读任务，加深学生对文章内容的理解，提升学生获取信息的能力。
Step 4 Post-reading
1. Guide Ss to complete Kangkang’s family tree.
2. Guide Ss to look at Kangkang’s family and then ask and answer questions.
【设计意图】通过完成家谱图和问答的活动，帮助学生内化文章内容，并实现语言输出。
3. Guide Ss to learn more about family members.
【设计意图】拓展学生词汇量。
4. Guide Ss to draw their family tree. Then write a passage about it.
5. Guide Ss to make a report.
【设计意图】通过采访、编写文章和作报告的形式，提供语境，锻炼学生的口语和书面表达能力。
6. Guide Ss to read and complete the following words. Then read them aloud.
7. Guide Ss to read aloud and match the sentences with the pictures.
【设计意图】通过听、读和拼写的活动，帮助学生了解字母组合的发音规则。
Step 5 Summary
Summarize what they’ve learnt in this class.
Step 6 Homework
1. Guide Ss to recite the dialog in 1a.
2. Guide Ss to preview Section D.
四、板书设计
Unit 3 Getting Together
Topic 2 What does your mother do
Section C
Family members: mother, father, parents, aunt, uncle, brother, daughter, son …
Useful expression:
(1) This is a photo of my family.
(2) —Who is the man in black
—He is Kangkang’s father.
1 / 3Unit 3 Getting Together
Topic 2 What does your mother do
Section D
一、教学目标
1. 复习本话题所学的重点词汇和句型。
2. 能自行总结和归纳构词法、实义动词一般现在时的特殊疑问句及其回答。
3. 能复习和巩固有关打招呼、询问职业、家庭成员、工作场所等信息的表达。
4. 能够读懂介绍家庭成员的文章。
5. 能根据图文就职业、工作场所、家庭成员等基本情况的话题进行交流。
6. 能根据提示书面介绍自己或同伴的家庭成员的工作情况。
二、教学重点及难点
重点：
1. 复习本话题所学的重点词汇和句型。
2. 能自行总结和归纳构词法、实义动词一般现在时的特殊疑问句及其回答。
3. 能复习和巩固有关打招呼、询问职业、家庭成员、工作场所等信息的表达。
4. 能够读懂介绍家庭成员的文章。
难点：
1. 能根据图文就职业、工作场所、家庭成员等基本情况的话题进行交流。
2. 根据提示书面介绍自己或同伴的家庭成员的工作情况。
三、教学过程
Step 1 Revision
1. Guide Ss to finish the grammar.
【设计意图】通过完成练习，帮助学生复习本话题中的重点语法。
2. Guide Ss to review the word formation.
【设计意图】帮助学生学习和复习关于职业名词的构词法。
3. Guide Ss to fill in the blanks.
【设计意图】检查学生对职业名词的构词法的掌握情况。
4. Guide Ss to review the functions.
【设计意图】通过复习功能句，帮助学生复习本话题中的重点词汇和句型。
5. Guide Ss to complete the dialogue with sentences.
【设计意图】帮助学生体会交际用语在语境中的使用。
6. Guide Ss to listen to the conversation and mark T (True ) or F (False).
【设计意图】锻炼学生关于职业名词的掌握情况，锻炼学生在听力中获取关键信息的能力。
Step 2 Pre-reading
1. Guide Ss to look at the pictures and learn the new words.
【设计意图】通过图片和句子的形式帮助学生更好的学习和记忆生词，并为下一步阅读活动的展开扫清语言障碍。
2. Guide Ss to look at the picture and guess the tittle of the passage.
Step 3 While-reading
1. Guide Ss to read and check.
2. Guide Ss to read and mark T (True ) or F (False).
3. Guide Ss to read again and answer the following questions.
(1) Where does Peter live now
(2) Where does his father work
(3) What does his mother do
(4) Do his grandparents live with them
(5) How old is Rose
【设计意图】通过阅读策略的指导，引导学生完成阅读活动，提升学生从阅读中获取信息的能力。
Step 4 Post-reading
1. Learn about your partner’s family
2. Guide Ss to make a report.
【设计意图】通过小组活动，引导调查并填表格，然后根据表格写短文并作报告介绍，提高学生的语言表达能力，吸收并内化成自己的语言。
Step 5 Summary
Summarize what they’ve learnt in this class.
Step 6 Homework
1. Guide Ss to revise the words and expressions in this topic.
2. Guide Ss to finish writing a short passage about their partner’s family.
3. Guide Ss to preview Topic 3, Section A.
四、板书设计
Unit 3 Getting Together
Topic 2 What does your mother do
Section D
Key words: cute, play, its, love
Key sentences:
(1) —Glad to meet you.
—Glad to meet you, too.
(2) This is a photo of my family.
(3) What do/does ... do
(4) Where do/does ... work
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