七年級英語上冊《Unit 3 Getting Together Topic 2 What does your mother do？Section A》教學(xué)設(shè)計(jì) （新版）仁愛版

Unit 3 Getting Together Topic 2 What does your mother do？Section AThe main activities are 1a and 2a. 本課重點(diǎn)活動是1a和2a。. Teaching aims and demands 教學(xué)目標(biāo)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:What does your mother do?She is a teacher.What do your parents do?They are both office workers.(2)Talk about greetings and introductions:Glad to meet you.Glad to meet you, too.Maria, this is my mom. Teaching aids 教具名詞卡片/人稱代詞卡片/圖片/教學(xué)掛圖/錄音機(jī)/幻燈片/小黑板. Five-finger Teaching Plan 五指教學(xué)方案Step 1 Review 第一步 復(fù)習(xí)(時間:10分鐘)通過做游戲和師生問答等形式，復(fù)習(xí)上個話題的重點(diǎn)知識，并導(dǎo)入新課。1. (問答游戲。復(fù)習(xí)Do you like ?句型及答語。) (1)把學(xué)生分成六人一組，每組準(zhǔn)備七、八張名詞卡片。 (2)第一個學(xué)生先抽一張卡片，其他學(xué)生一起問：Do you like ?讓這位學(xué)生用Yes, I like it a little/a lot/very much.或No, I dont like it at all.來回答。 (3)小組內(nèi)每個學(xué)生輪流問答一次后，游戲停止。T: Boys and girls, lets play a game: Ask and Guess.2. (教師出示人稱代詞卡片，讓學(xué)生以“接龍”形式用教師呈現(xiàn)的人稱代詞造句。)T:Nice work! Now please look at these cards. Please use these words to make sentences one by one.Example:T:meS1:He often helps me.T:theyS2:They are teachers.T:sheS3:She is my friend. (換成學(xué)生持卡片，教師造句子，導(dǎo)入新句型。)S4: you T:What do you do? (教師講解。) Ss:We are students. (幫助學(xué)生回答。) T:(指著一個男/女生) What does he/she do? Ss:He/She is a student. (板書學(xué)習(xí)新句型，并要求學(xué)生掌握。)What does he/she do?He/She is a student. T:Do you want to know more jobs? Lets come to the new lesson.(導(dǎo)入新課)Step 2 Presentation 第二步 呈現(xiàn)(時間:13分鐘)通過展示圖片、師生問答和分角色表演等形式，初步呈現(xiàn)新單詞及新句型。1. (出示3a圖片，教授關(guān)于職業(yè)的新單詞。) T:Look at Picture 1. What does he do? Ss:Hes a driver. (教師幫助學(xué)生回答。) (板書并要求掌握。)driver T:Look at Picture 2. What does he do? Ss:Hes a farmer. (教師幫助學(xué)生回答。) (板書并要求掌握。)farmer (以同樣的方式，出示圖片，學(xué)習(xí)新單詞cook, nurse, office, worker, doctor。并要求學(xué)生掌握。提醒學(xué)生注意an office worker。)2. (讓學(xué)生聽3a錄音，跟讀，并注意語音語調(diào)。) T:Please listen to the tape and repeat. Pay attention to the pronunciation and intonation.3. (學(xué)生兩人一組，運(yùn)用3a的圖片，練習(xí)What does he/she do? He/She is a/an 句型，完成3a。) T:Please practice in pairs using the pictures in 3a. Then Ill ask several pairs to act out in the front.4. (師生問答，自然過渡到1a的教學(xué)。) T:Nice work! Boys and girls, we learnt so many jobs just now. Do you want to know Kangkangs families and their jobs? Ss:Yes. T:Please follow Maria, Jane, Michael to Kangkangs home. (呈現(xiàn)1a的教學(xué)掛圖，向?qū)W生們介紹。) T:Look at this picture. This is Kangkangs mother. The four kids are Maria, Jane, Michael and Kangkang. (板書并要求學(xué)生掌握。)mother, kid T:What does Kangkangs mother say to the kids? Ss:Glad to meet you. T:Good! Then how do the kids reply? Ss:Glad to meet you, too. (板書，教學(xué)新單詞及新句型，并要求學(xué)生掌握。)gladGlad to meet you.Glad to meet you, too. T:These kids are standing at Kangkangs home. Do you know how to say“就座”in English? Ss:Have a seat. (教師幫助學(xué)生回答。) (板書并要求學(xué)生掌握。)seat, have a seat5. (教師放1a錄音，讓學(xué)生跟讀并注意語音語調(diào)。) T: OK. Please listen to the tape and read after it. Pay attention to the pronunciation and intonation.6. (教師設(shè)置一個場景At Kangkangs home.)T:Suppose you are at Kangkangs home. Lets role-play.(教師和四個學(xué)生合作，示范表演1a對話，之后學(xué)生五人一組操練，教師巡回指導(dǎo)，挑兩組比較出色的上臺表演。完成1b。)7. (根據(jù)1a的教學(xué)掛圖，過渡到2a。) T: Look at the picture. Kangkangs mother welcomes the kids at Kangkangs home. What do Kangkangs parents do? Do you want to know?(板書并講授parent(s)的含義，引出father，要求學(xué)生掌握。)mommotherdadfathermother or fatherparentmother and fatherparentsStep 3 Consolidation 第三步 鞏固(時間:7分鐘)通過聽錄音回答問題、填空以及分角色朗讀、填寫表格等形式，使學(xué)生在運(yùn)用中進(jìn)一步掌握新單詞和新句型。1. (教師播放2a錄音，要求學(xué)生根據(jù)錄音回答問題。) T:Please listen to the tape and answer the question: What do Kangkangs parents do? (核對答案。)2. (再放2a錄音，要求學(xué)生根據(jù)錄音填空，教師將聽力問題用幻燈片呈現(xiàn)出來。) T:Listen to the tape again and fill in the blanks on the slide.Kangkang, what does your do?She is a .And your father?He is a . Michael, what do your do? They are office workers.(核對答案后分角色朗讀2a，然后四人一組操練。完成2a。) T: Read 2a in roles. Then practice in groups of four.3. (讓學(xué)生獨(dú)立完成2b。) T:Read 2a again and fill out the table in 2b. (核對答案。)Step 4 Practice 第四步 練習(xí)(時間:8分鐘)通過“職業(yè)競猜”游戲、師生和生生問答等形式，使學(xué)生熟練掌握新單詞和新句型。1. (做“職業(yè)競猜”游戲，使學(xué)生在表演中熟悉職業(yè)名稱。)T:Lets play a guessing game.(1)(活動過程：)(教師事先制作寫有職業(yè)名稱的卡片。如：teacher, worker, doctor, cook, driver等。)(活動前教師作一次示范：教師隨意抽取一張卡片(如teacher)，并根據(jù)卡片上寫的職業(yè)，做一個能代表該職業(yè)的動作(表演啞劇，假裝在黑板上寫字，或拿著書來回踱步等。)然后示意學(xué)生舉手猜出該職業(yè)。學(xué)生若不能猜對，可以提問，但教師只能用Yes或No作答。)例如：S1: Are you a doctor?T: No.S2: Are you a teacher?T: Yes.(學(xué)生猜對教師示范的職業(yè)后，教師退出活動，同時讓猜對的那個學(xué)生上臺抽卡、表演和回答問題，下一個猜對者接著上臺抽卡，以此類推。)(2)(有關(guān)說明：)(每次提問次數(shù)和猜測次數(shù)應(yīng)有所限制，在規(guī)定次數(shù)內(nèi)仍未猜對，則可進(jìn)行下一輪競猜。)(本活動也可采用兩組對抗形式，即一組派代表抽卡片表演，另一組猜職業(yè)。雙方輪換角色，最后猜對次數(shù)多，準(zhǔn)確率高的一組獲勝。)2. (教師出示各種職業(yè)人士的圖片和學(xué)生進(jìn)行對話練習(xí)，操練What do/does do?)T:What do you do?Ss:Were students.(教師按照圖片依次問學(xué)生。)T:What does the man do?S3:He is a driver.T:What does she do?S4:She is a doctor.T:What does the man do?S5:He is an office worker.(教師應(yīng)提醒學(xué)生注意此句中an的用法并板書。)He is an office worker.3. (教師把圖片分給各小組，小組內(nèi)每人輪流模仿老師提問其他學(xué)生，讓每一位學(xué)生都有機(jī)會說英語。然后各組交換圖片，進(jìn)行對話練習(xí)。) T:Please ask and answer in groups using these pictures.Step 5 Project 第五步 綜合探究活動(時間:7分鐘)通過作調(diào)查、填表格和寫短文等形式，培養(yǎng)學(xué)生綜合運(yùn)用本課目標(biāo)語言的能力。1. (出示小黑板，學(xué)生兩人一組，運(yùn)用3b中的例子，對同伴的家庭成員情況作調(diào)查，并填表格。完成3b。) T:Make a survey about your partners family after the example in 3b. Then fill out the table.s FamilyFamily member(家庭成員)Job(職業(yè))MotherFather2. (根據(jù)表格信息，寫一篇小短文對調(diào)查結(jié)果進(jìn)行匯報(bào)。)T:Please report your partners family.3. Homework:(1)學(xué)生采訪自己的爸爸或媽媽，然后寫一篇短文介紹他們工作的具體情況。鼓勵學(xué)生在作業(yè)紙上畫一張父親(母親)的畫或貼一張父親(母親)的照片。下節(jié)課向全班宣讀。(2)準(zhǔn)備一個硬紙板，剪成圓形的，直徑10cm，制成一個轉(zhuǎn)盤，下節(jié)課用。板書設(shè)計(jì)：What does your mother do?Section Aan office worker What do you do?Glad to meet you.Im a(an)Please have a seat.What does do?They are both office workers.He/She is a (an)6