仁爱英语七年级上册unit3 topic2 教案
☆Teaching DesignUnit 3 Getting TogetherTopic 2 What does your mother do?Section AI. Teaching books Project English--- Unit3 Topic1 Section A.II. Teaching tools tape recorder, small blackboardIII. Teaching methodsTeaching as a whole, visual and situational method, and team cooperation.IV. Teaching aims and demands1. Learn words and sentence patterns about occupations.2. T alk about inviting and welcoming guests.3. Learn expressions about family members.V. Teaching ProceduresStep 1: Organization and review:1. Ask and answer, review Topic 1.1) Do you often speak English after class?2) Do you like English?3) Do you have a pet?4) Could you please tell me something about your pets?2. Creat a situation and lead to the new lesson.It's Kangkang's birthday today. He will invite some friends to his home. Would you like to go with me?3. T ask presentation.Step 2: Presentation:1. Check the preparation.1) My _____(父母) are both teachers.2) Tom's father is in the teachers' ______(办公室).3) I'm very g______ to see you here.4) The man is a d______ and the woman is a n______. Theyboth work(工作) in the hospital(医院).5) A f_____ works on a farm(农场).6) - _____ _____ _____, please.(请坐) - Thank you.7) - Tom is a nice k____. - Are you kidding? (你在开玩笑？）2. Listen to 1a and answer the following questions:1) Where are the kids?2) Who is talking with the kids?3. Listen to 1a again and follow. Imitating the pronunciation and intonation.4. Practice themselves. Make similar conversations in groups and act them out .5. Ask and answer. Lead to the new sentence pattern " What do/does ... do?" and the corresponding answers.What do I do? I am a teacher. What do you do?Write down the sentence pattern " What do/does ... do?" on the blackboard and explain its usage. Ask students to master it.Step 3: Consolidation and Practice1. Listen to 2a and answer the following questions:1) What does Kangkang's mother do?2) What do Michael's parents do?2. Follow the tape. Read 2a. And then fill in the blanks in 2b.3. Wok in groups. Make similar conversations and act them out.4. Look at the pictures in 3a. Try to make a conversation like the example in pairs. Some pairs have a show. Then listen to 3a and follow.5. Work in pairs. Let students use the example in 3b to practice conversations in pairs.Step 4: ProjectMake a survey. Complete the following table about the occupations of the group members' parents. Then let students pick a table and ask students of other groups to guess like this:A:They are ...'s parents. Guess! What do they do?B:Is his father a ... ? A:No, he isn't.B:What does he do? A:He is a ...Step5: Homework:1. Workbook, Section A.2. Review Section A and Preview Section B.VI. Teaching Introspection：Section BI. Teaching books Project English--- Unit3 Topic2 Section B.II. Teaching tools tape recorder, small blackboardIII. Teaching aims and demands1. Learn the sentence patterns about inquiring workplaces.2. Go on learning the expressions about occupations.IV. Teaching ProceduresStep 1: Organization and review:1. T ask presentation.2. Play a guessing game. Review the words and sentencepatterns about occupations in Sections A.Step 2: Presentation:1. Ask and answer according to the real situations. Master thenew word "work".I'm a teacher. What do you do? I work in a shool. Where do you study?2. Write down "Where do you study?" . Help them answer "Istudy in a school." and write down it, too.3. Read and master the new sentence patterns.4. Check the preparation. Match the occupations with the workplaces.A: farmer office worker student driverteacher doctor nurse cookB: hospital office school kitchen(厨房) farm bus Step 3: Consolidation and Practice1. Listen to 1a and answer the following questions:1) What does the man do?2) Where does he work?2. Listen to 1a again and follow it by imitating the pronunciation and intonation.3. Act 1a out in pairs.4. Read the example in 1b, then work in pairs to practice after the example. Choose several pairs to act it out according to the pictures.5. Listen to 3. Check the answer.6. Describe the four persons in the table using the information in 3. David works in Beijing. He is a doctor.7. Discuss in pairs and finish 2.8. Learn the word formation. Write down several pairs of words and let students find out the rules.work -- worker teach -- teacher drive -- driver ...9. Help students summarize the expressions about jobs and workplaces.10. Exercise:Lucy is a student. She studies _____ _____ _____. Her father is a doctor. He works _____ _____ ______. Her mother isa _______. She teaches in a high school. Lucy's grandfather(祖父) is a farmer. He works ____ _____ ____. What ____ Lucy's aunt ______? She is a nurse. She works with Lucy's father. Lucy has a uncle. He is an office worker. _____ does he work? He works in Beijing.Step 4: ProjectMake a survey. Let students survey the jobs and workplaces ofother students' parents. Finish the following table and make a report to the class.1. Workbook, Section B.2. Review Section B and Preview Section C.V. Teaching Introspection：Section CI. Teaching books Project English--- Unit3 Topic2 Section C. II. Teaching tools tape recorder, small blackboardIII. Teaching aims and demands1. Learn how to draw a family tree and describe it in English.2. Learn how to talk about family members.IV. Teaching ProceduresStep 1: Organization and review:1. Listen and learn to sing the chant in 3. Lead to family members.3. T ask presentation.Step 2: Presentation:1. Look at the photo in 1a and fill in the blanks in the following passage. Check the preparation.Look! This is a photo ____ Kangkang's _____. The youngman ____ a green T-shirt is his _____, his father's _______. The young woman in yellow is his ______. They have a _____. The young woman in red and the man in black are his ______.Kangkang, his ______ and his _______ are on the _____.Kangkang has a _____ family.2. According to the photo, ask and answer.1) Who is the young woman in yellow?2) Who is the little girl?3) Who are they on the sofa?4) Which one is Kangkang's mother?Step 3: Consolidation and Practice1. Listen to 1a and follow. Pay attention to the pronunciation and mark the intonation.2. Read and Check their pronunciation and intonation.3. Act 1a out in pairs.4. Finish 1b as quickly as they can. Then read it.5.Teach how to draw the family tree in English. Draw a family tree on the blackboard while talking to the students.6. Help Kangkang finish hi family tree according to the example written on the blackboard. Then make up dialogs in pairs after the example in 1c.7. Introduce Kangkang's family members to others in their groups according to the family tree.Step 4: ProjectDraw their own family trees, then write a passage to introduce their family members.Step5: Homework:1. Workbook, Section C.2. Review Section A, B and C. Preview Section D.V. Teaching Introspection：Section DI. Teaching books Project English--- Unit3 Topic2 Section D. II. Teaching tools tape recorder, small blackboardIII. Teaching aims and demands1. Learn the pronunciation rules of the consonants: /m/, /n/, / /, /l/.2. Enable students to read the short article about family, grasp the main idea, and write similar articles by themselves.3. Review how to inquire about others' occupations and workplaces, and how to respond to such inquiries.IV. Teaching ProceduresStep 1: Organization and review:1. Look at the family tree in 1c, Section C. Ask and answer to review the sentence patterns about family members, occupations and workplaces.T2. ask presentation.Step 2: Presentation:1. Listen to 2a and answer the following questions:1) How old is Peter?2) What does his mother do?3) Where does his father work?4) Is his little sister a student?5) Do his parents live with him?Step 3: Consolidation and Practice1. Practice in pairs. Finish the questions in 2b.2. Listen 2a again and follow, imitating the pronunciation and intonation.3. Mark the key words in 2a together, then retell the text according to them.4. Listen to 3 and mark True or False.5. Sum up the language points in this topic. Listen 4a and 4bafter the tape.6. Go over the consonants in the last topic. Write down somewords with the phonetic symbol /m/ on the blackboard, and write "m" with colored chalks. Let students read and conclude "m - /m/".Then teach /n/, / / and /l/ in the same way. Then Listen and read after the tape.Step 4: Project1. Give a passage about Tom's family. Let students draw a familytree for him.I have a friend, his name is Tom. He is 13 years old. He is tall.He is in a black coat and blue pants. He is a student in our school.Tom's father is 35 years old. He is strong. He is in a white T-shirt.He is an officer in Beijing. Tom's mother is beautiful. She is 35years old, too. She teaches English in our school. Their family isnot big, but they are happy.2. Finish the table in 5 according to the last passage. Then writea passage to introduce Tom's family members.Step5: Homework:1. Workbook, Section D.2. Review the whole section, prepare form the test.V. Teaching Introspection：。
七年级英语仁爱版上册Unit3_Topic2_SectionD_教学设计
Unit3 Topic2 SectionD 教学设计I. Material analysis本课是话题二的最后一个课时，主要活动是Grammar和Functions。
引导学生复习构词法、实义动词一般现在时的特殊疑问句及其回答，以及通过对话、听力训练、阅读训练、综合探究等活动复习和巩固Sections A~C学习的打招呼、询问职业、家庭成员、工作场所等信息的表达方式。
另外，学生将在学完本话题后，学会自行总结和归纳构词法的规律以及实义动词一般现在时的特殊疑问句及其回答，学会在实际的句子中发现语法错误并改正错误，同时还将锻炼他们听并判断、听再填空、读前猜测、读后总结的能力，提高他们用所学的词汇、句型、功能、话题进行综合探究活动的能力。
此外，在project的综合探究活动中，借助全家福，让学生以实践体验等方式来综合运用本话题所学知识，学会用英语做事情。
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：cute, play, its, love能根据本话题已学知识，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：teach—teach er, act—act or在教师的帮助与指引下，通过对话操练、听力训练、阅读训练、综合探究等活动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方式，如：（1）—Glad to meet you.—Glad to meet you, too.（2）—What does your father do?—He is a doctor.（3）—Where does he work?—He works in a hospital.（4）—Who is the man in yellow?—He is my uncle.2. Skill aims能听懂有关询问职业、家庭成员等简单对话或叙述并完成相应的任务；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；能够在图片的帮助下进行阅读，理解大意、细节等，并按要求进行语言活动；能根据提示书面介绍自己或同伴的家庭成员的工作情况。
仁爱版七年级英语上册Unit3-Topic-2-SectionA说课稿
Unit 3 Getting TogetherTopic1 What does your mother do?Section A说课稿一、说教材1.教材分析本课为听说教学课，教材内容围绕着Jane和Kang谈论笔友的对话展开，内容比较贴近日常生活，是学生比较关心的话题，易于激发学生的学习兴趣。
仁爱版七年级上册的Unit3 Topic1Section B在本单元中起着总领下文的关键作用。
本课通过谈论笔友的情况，让学生从中，掌握句型Does he speak Chinese?/What does he say in the letter?/Where does Lucy come from/live?/Does he/she speak/want/like…? 从而学会实意动词在第三人称单数一般现在时中的陈述句、一般疑问句及其肯定和否定回答等。
通过本课教学，进一步培养学生运用英语的能力，使学生体会到学习英语的快乐。
2．教学目标【知识目标】能记忆have, want, speak等实意动词，掌握含有实意动词的句型。
【能力目标】学生学会并能运用含有实意动词的句型进行对话。
【情感目标】通过句型操练，灵活运用所学知识，谈论家庭成员及其工作，学会关心他人，热爱生活。
3. 教学重难点重点：让学生学会关于职业的词汇，并在活动中运用单词、句型。
难点：运用询问职业的句型进行交流二、说学情•学生年龄在12-14岁；•活泼好动，好奇心、求知欲强，喜欢展现自己；•已掌握常用的职业词汇，如teacher, student等；•具备一定的听说读写能力；沟通能力欠佳，注意力不集中。
三、说教法及教学辅助尝试教学法视听教学法任务教学法教法：主要通过小组合作的方法展开教学教学辅助手段：多媒体、图纸卡、黑板四、说学法小组练习小组合作游戏五、说教学过程第一环节：新课导入（7分钟）1.2.小组汇报预习完成情况（2分钟）3.复习音标（2分钟）4.通过歌曲导入，学习新单词（3分钟）第二环节：合作探究（18分钟）1.2.将有关职业的卡片发给学生，让学生按照微课上的模式进行操练。
仁爱英语七年级上册unit3-topic2教案
Teaching plan for Section C, Topic 2Unit 3 Getting TogetherI. Learning Objectives:1.learn and practice the words about family members:aunt, uncle, brother, grandparent, cousin, daughter, son2. Learn other new words and a phrase:family, sofa, tree, family tree3. Learn sentences for introducing and identifying family members:This is a photo of my family.Who’s the man in black?The man in a green T-shirt is his uncle.4. Talk about and introduce the family members in the photos.II. Teaching process:Step I Lead-in and presentation1.Teacher plays the flash in 3 to lead in the topic—family members.Students learn the word “family”.2.Teacher shows a photo of her family to introduce her family members.A family tree is drawn at the same time. Students learn the new words,“grandparent”, “son”, “uncle”, “brother”, “aunt”, “daughter”,“cousin”and “family tree”.3.According to the family photo, asks and answer between the teacherand the students. For example:T: Who is the man in a black jacket?Ss: He is your father.T: Who is the man in a red jacket?Ss: He is your uncle.…Step II Practice1.Show the photo of Kangkang’s family and ask the students to tell whois Kangkang. Learn the new word “sofa”.2.Ask the students to listen to 1a, and then finish Kangkang’s familytree.3.Ask students to make up conversations in pairs after the example.4.Ask the students to finish 1b. Students are asked to read the passage in1b aloud together when the answers are checked.Step III Production1.Students take out the family photos they prepared before the class andwork in groups to discuss how to introduce the family members in the photos.2.Ask several students to show the photos they have discussed in thegroups and introduce the family members to other students.Step IV HomeworkAsk the students to write a letter to their pen friends to introduce their family.。
仁爱版英语七年级上册Unit3 Topic2 SectionD教学设计
Unit 3 Getting TogetherTopic 2 What does your mother do? 教学设计Section DThe main activities are 1, 2a and 5. 本课重点活动是1和2a。
Ⅰ. Teaching aims and demands 教学目标1. (1) Learn the following phonetic symbols:/m/, /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)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)Jack’s mother is in red.Ⅱ. 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Ⅲ. 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, let’s 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。
仁爱版英语七年级上册Unit3Topic2SectionD教学设计
2.任务型教学法：设计小组讨论、角色扮演等任务，让学生在实践中运用所学知识，提高语言实际运用能力。
3.分层教学：针对学生的不同水平，设计难易程度不同的教学活动，使每个学生都能在课堂上找到适合自己的学习任务。
4.情感态度关注：在教学过程中，注重与学生的情感交流，鼓励学生积极参与课堂活动，培养他们的自信心和团队协作精神。
4.语法练习：完成一份关于一般现在时的肯定句、否定句和疑问句的练习题，巩固语法知识。
5.阅读理解：选取一篇关于学科介绍的英文文章，让学生阅读并完成相关练习，提高学生的阅读理解能力。
6.家庭作业：请家长协助学生完成一份调查问卷，了解家庭成员的喜好，并鼓励学生用英语与家人分享调查结果。
7.拓展作业：鼓励学生利用网络资源，了解国内外不同学科的发展动态，拓宽知识视野。
2.重点：培养学生听说能力，让学生在实际语境中运用所学知识进行有效沟通。
难点：如何针对不同水平的学生进行听力训练，提高学生的听力水平，同时关注学生情感态度的培养，使他们在学习中保持积极心态。
（二）教学设想
1.创设情境：通过图片展示、实物展示等方式，为学生创设一个真实的语言环境，引导学生用英语描述自己喜欢的科目及原因。
4.培养学生的集体荣誉感，积极参与课堂活动，共同为班级营造良好的学习氛围。
本章节教学设计以仁爱版英语七年级上册Unit3 Topic2 Section D为基础，围绕“谈论喜欢的科目及原因”这一主题，结合学生的生活实际，设计了一系列富有实践性和趣味性的教学活动。在教学过程中，注重培养学生的听、说、读、写四项基本技能，提高学生的英语素养，同时关注学生的情感态度和价值观的培养，使学生在轻松愉快的氛围中学习英语，感受英语的魅力。
仁爱版七年级上册英语教学设计：Unit3Topic2SectionC
4.鼓励学生主动参与课堂活动，培养自主学习、合作学习和探究学习的能力。
（三）情感态度与价值观
1.培养学生对英语学习的兴趣，激发他们学习英语的热情。
2.培养学生尊重他人、包容他人、友善合作的品质，使他们能够在小组活动中积极交流、相互帮助。
3.培养学生热爱生活、积极向上的心态，让他们学会用英语分享自己的快乐和兴趣。
-设计词汇游戏和竞赛，激发学生的学习兴趣，增强记忆效果。
-通过造句练习，让学生在实际语境中运用词汇，加深理解。
2.对于语法教学，我将：
-使用图表、例句和情景对话等形式，清晰展示一般现在时的结构和使用场景。
-设计互动性强的练习，如角色扮演、小组讨论，让学生在实际交流中练习语法。
-针对第三人称单数动词变化这一难点，通过歌曲、绕口令等形式，帮助学生记忆。
5.语法练习：完成一份关于一般现在时的练习题，包括填空、选择、改错等形式，以巩固学生对一般现在时的理解和运用。
在完成作业的过程中，鼓励学生积极思考、主动探索，将所学知识运用到实际生活中。同时，教师应关注学生的作业完成情况，及时给予反馈和指导，帮助学生不断提高英语水平。通过本次作业的布置，旨在培养学生的自主学习能力，激发他们对英语学习的兴趣，提高综合语言运用能力。
3.口语表达的教学设想：
-创设真实的交流环境，鼓励学生大胆开口，表达自己的兴趣爱好。
-开展小组合作活动，让学生在小组内相互提问、回答，提高口语流利度。
-教学中注重情感关怀，给予学生积极的反馈和鼓励，增强他们的自信心。
4.针对学生的个体差异，我将：
-设计分层教学任务，满足不同水平学生的学习需求。
-采取差异化评价策略，关注每个学生的进步和特点。
Unit3 Topic2 SectionC 教案仁爱版七年级英语上册
七年级英语教案Unit3 Topic2 Section C一、Teaching aims and demands1. (1)Learn some words about family members and relatives:aunt, uncle, brother, grandparent, cousin, daughter, son(2)Learn other new words and a phrase:family, on the sofa, tree, family tree,a photo of my family,in red2. Identify family members:(1)This is a photo of my family.(2)Who’s the young woman in yellow?(3)Who are they on the sofa?(4)You have a big family.(5)Is the young woman in yellow your aunt? Yes, she is my aunt.二、Key and difficult pointsDrew a family tree and learn to describe something about your family members and relatives.三、Teaching ProceduresStep 1 ReviewShow some pictures about family members, then ask and answer questions about work and workplace.T:What does your mother do?S1:She is a doctor.T:Where does she work?S1:She works in a hospital.Step 2 Presentation1.Show a photo of one’s family and describe the relation between them in Chinese.2.Learn the new words “son, daughter, aunt, uncle, family, tree...”3.Read 1a and answer some questions:Who’s the young woman in yellow?Is the young man in green Kangkang’s uncle?Who is the little girl?Who are they on the sofa?Step 3 Consolidation1.Read 1a again and fill in the blanks in 1b according to 1a.2.Read 1a by yourselves and find out the key words. Then act out the dialog according to the key words on the blackboard.Step 4 Practice1.Drew your own family tree and write some information about your family members, such as jobs, ages and workplaces.2.Then make a conversation with your groups based on your family tree.3.Act your conversation out before the class.Step 5 SummarySome words and phrases:aunt, uncle, brother, grandparent, cousin, daughter, son family, on the sofa, tree, family tree,a photo of my family,in red Sentences :(1)This is a photo of my family.(2)Who’s the young woman in yellow?(3)Who are they on the sofa?(4)You have a big family.(5)Is the young woman in yellow your aunt? Yes, she is my aunt. Step 6 HomeworkWrite a short passage according to your own family tree.The title is “My Family”.。
(完整word版)仁爱英语七年级上册unit3-topic2教案
Teaching plan for Section C, Topic 2Unit 3 Getting TogetherI. Learning Objectives:1.learn and practice the words about family members:aunt, uncle, brother, grandparent, cousin, daughter, son2. Learn other new words and a phrase:family, sofa, tree, family tree3. Learn sentences for introducing and identifying family members:This is a photo of my family.Who’s the man in black?The man in a green T-shirt is his uncle.4. Talk about and introduce the family members in the photos.II. Teaching process:Step I Lead-in and presentation1.Teacher plays the flash in 3 to lead in the topic—family members.Students learn the word “family”.2.Teacher shows a photo of her family to introduce her family members.A family tree is drawn at the same time. Students learn the new words,“grandparent”, “son”, “uncle”, “brother”, “aunt”, “daughter”,“cousin”and “family tree”.3.According to the family photo, asks and answer between the teacherand the students. For example:T: Who is the man in a black jacket?Ss: He is your father.T: Who is the man in a red jacket?Ss: He is your uncle.…Step II Practice1.Show the photo of Kangkang’s family and ask the students to tell whois Kangkang. Learn the new word “sofa”.2.Ask the students to listen to 1a, and then finish Kangkang’s familytree.3.Ask students to make up conversations in pairs after the example.4.Ask the students to finish 1b. Students are asked to read the passage in1b aloud together when the answers are checked.Step III Production1.Students take out the family photos they prepared before the class andwork in groups to discuss how to introduce the family members in the photos.2.Ask several students to show the photos they have discussed in thegroups and introduce the family members to other students.Step IV HomeworkAsk the students to write a letter to their pen friends to introduce their family.。
仁爱版英语七年级上册Unit3 Topic2 SectionA教学设计
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。
Ⅰ. 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 seat, mother, father, parent, office2. (1) Talk about jobs:①—What does your mother do?—She is a teacher.②—What do your parents do?—They are both office workers.(2)Talk about greetings and introductions:①—Glad to meet you.—Glad to meet you, too.②Maria, this is my mom.Ⅱ. Teaching aids 教具名词卡片/人称代词卡片/图片/教学挂图/录音机/幻灯片/小黑板Ⅲ. 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 don’t like it at all.来回答。
仁爱版英语七年级上册Unit3 topic2复习 教案
七年级上册unit3 topic2重点词组in a school在学校in a hospita在医院in an office在办公室in a shop / store 在商店on a farm 在农场be home到家make oneself at home 请随意，别拘束。
have a seat.= sit down= take a seat.请坐.a photo of my family一张我家的相片the young woman in yellow穿黄衣服的年轻女士on the sofa 在沙发上a happy family 幸福的家a student in Grade Seven一名七年级的学生live in…居住在live with…和……住在一起look after…照顾……; 保管……重点句型⒈提问职业:⑴.What do you do? I am a doctor.⑵.What does he "she do? He "She is a doctor.⒉提问工作场所:⑴. Where do you work?I work in a hospital"school⑵.Where does he "she work ?He"She works in an office"on a farm.重点语言点1.I’m home 我到家了be at home=be in在家go home 回家2.句型：一般现在时含有助动词do/does的特殊疑问句（询问职业）What do/does +主语+do? = What +be+主语?=Whats ones job?答语：人称代词主格+be+职业3.构词法：某些动词或名词之后+er则变成从事这一工作的人work—worker farm--farmer (注意：cook 厨师cooker厨具) 练习：Work farm teach Michael1. His father works in a school,he is a _________.2.This is ________mother.3.A ________works on a farm.5.May's brother is a __________ in a factory4.在医院,学校，办公室用介词in，在农场则用介词onin a school/a hospital/an office on a farm5.句型：一般现在时含有助动词do/does的特殊疑问句，询问职业及工作场所What do/does …do? Where do/does …work?练习1.Where does your mother work?--In a h______,she is a nurse.2.My mother works in a school .She is a _____3.—What do they do? They are farmers and work on a f______.4.Office workers often w______ in the office5.---What does her p_______ do?---Oh,her father is a cook,her mother is a worker.6.辨析：in the hospital, in hospitalin the hospital 表示“在医院”，指地点概念。