Unit3Topic 2 What does your mother do？ 教學(xué)設(shè)計(jì)（2）

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1、Unit3Topic 2 What does your mother do? 教學(xué)設(shè)計(jì)（2） ?？谑徐`山中學(xué)英語組　　吳亞施 一、教學(xué)內(nèi)容: 本節(jié)課所講授的是仁愛版教材七年級(jí)上冊(cè)第三單元第二話題的Section A。其內(nèi)容在談?wù)撀殬I(yè)的基礎(chǔ)上，增加內(nèi)容“What does your mother do?、What do your parents do?”(學(xué)習(xí)關(guān)于不同人稱的疑問句）。為了活躍課堂氣氛，利用多媒體、做調(diào)查等方法，反復(fù)操練重點(diǎn)句型，學(xué)生主動(dòng)配合 ，積極參與課堂活動(dòng)，做到動(dòng)耳，動(dòng)口，動(dòng)手，動(dòng)腦，可以牢固地掌握所學(xué)知識(shí)。 二、教學(xué)目標(biāo)： 知識(shí)目標(biāo)： 1.(1) Learn

2、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, office 2. (1)Talk about jobs: ①—What does your mother do? —She is a teacher. ②—What do your parents do? —They are both office

3、 workers. (2)Talk about greetings and introductions: ①—Glad to meet you. —Glad to meet you, too. ②Maria, this is my mom. 能力目標(biāo)：通過聽說，培養(yǎng)學(xué)生學(xué)習(xí)英語及運(yùn)用英語交際的能力。 情感、態(tài)度和價(jià)值觀：通過談?wù)撀殬I(yè)，培養(yǎng)學(xué)生熱愛生活和關(guān)心他人的情感。 三、教學(xué)重點(diǎn)： 關(guān)于職業(yè)的詞匯和句型；掌握一般現(xiàn)在時(shí)的特殊疑問句． 四、教學(xué)難點(diǎn)： 運(yùn)用英語談?wù)撀殬I(yè)和詢問他人工作情況。 五、教學(xué)策略： 本課重點(diǎn)談?wù)撀殬I(yè)，因此，通過情景對(duì)話，讓學(xué)生由淺至深的掌握職業(yè)名

4、稱及重點(diǎn)句型，并通過做游戲、做調(diào)查等方法鞏固所學(xué)知識(shí)。鼓勵(lì)學(xué)生積極參加課堂活動(dòng)，積極與他人合作，相互幫助，共同完成學(xué)習(xí)任務(wù)，關(guān)注學(xué)習(xí)差的學(xué)生，逐步引導(dǎo)他們養(yǎng)成良好的學(xué)習(xí)習(xí)慣和掌握正確的學(xué)習(xí)方法，能夠舉一反三地應(yīng)用所學(xué)知識(shí)。 六、教學(xué)手段及教具： 多媒體；錄音機(jī)；調(diào)查表；幻燈片；小黑板 七、教學(xué)評(píng)價(jià)： 1、教學(xué)評(píng)價(jià)要貫穿教學(xué)始終，教師要讓每位學(xué)生有成功的喜悅感，多用好的評(píng)價(jià)語言，如You are great!/You are clever! / Congratulations!等等。 2、通過練習(xí)題，如連線，猜職業(yè)，做調(diào)查等方式，檢驗(yàn)學(xué)生對(duì)所學(xué)內(nèi)容的掌握程度。 八、教學(xué)過程 S

5、tep 1 Review 讓學(xué)生用英語口頭介紹自己的寵物，說得好的學(xué)生給予表揚(yáng)，然后導(dǎo)入新課。 (教師造句，導(dǎo)入新句型。) T: I am a teacher .What do you do? Ss:We are students. (幫助學(xué)生回答。) T: (指著一個(gè)男/女生) What does he/she do? Ss:He/She is a student. (板書，教學(xué)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

6、jobs? Let’s come to the new lesson. (導(dǎo)入新課) Step 2 Presentation 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: He’s a driver. (教師幫助學(xué)生回答。) (板書并要求學(xué)生掌握。) driver T: Look at Picture 2. What does he do? Ss: He’s a farmer. (教師幫助學(xué)生回答。

7、) (板書并要求學(xué)生掌握。) 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，

8、完成3a。) T: Please practice in pairs using the pictures in 3a. Then I’ll ask several pairs to act out the dialogs 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 Kangkang’s families and their jobs? Ss: Yes. T: Please f

9、ollow Maria, Jane, Michael to Kangkang’s 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 Kangkang’s 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 Kangkang’s mother say to the kids? Ss: Glad to meet you. T: Good! Then

10、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。) glad —Glad to meet you. —Glad to meet you, too. T: These kids are standing at Kangkang’s 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 seat 5. (教師放1a錄音，讓

11、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(gè)場(chǎng)景At Kangkang’s home.) T: Suppose you are at Kangkang’s home. Let’s role-play. (教師和四個(gè)學(xué)生合作，示范表演1a對(duì)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(tái)表演。完成1b。) 7. (根據(jù)1a的教學(xué)掛圖，過渡到2a。) T:

12、 Look at the picture. Kangkang’s mother welcomes the kids at Kangkang’s home. What do Kangkang’s 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。) mom—mother dad—father mother or father—parent mother and father—parents Step 3 Consolidation 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

13、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 Kangkang’s parents do? (核對(duì)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 i

14、s a . —And your father? —He is a . Michael, what do your do? —They are office workers. (核對(duì)答案后讓學(xué)生分角色朗讀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(duì)答案。) Step 4 Practice 通

15、過“職業(yè)競(jìng)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(jìng)猜”游戲，使學(xué)生在表演中熟悉職業(yè)名稱。) T: Let’s play a guessing game. (1)(活動(dòng)過程：) ①(教師事先制作寫有職業(yè)名稱的卡片。如：teacher, worker, doctor, cook, driver等。) ②(活動(dòng)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(gè)能代表該職業(yè)的動(dòng)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(duì)，可以提問，但教師只能用Yes或No作答。

16、)例如： S1: Are you a doctor? T: No. S2: Are you a teacher? T: Yes. ③(學(xué)生猜對(duì)教師示范的職業(yè)后，教師退出活動(dòng)，同時(shí)讓猜對(duì)的那個(gè)學(xué)生上臺(tái)抽卡、表演和回答問題，下一個(gè)猜對(duì)者接著上臺(tái)抽卡，以此類推。) (2)(有關(guān)說明：) ①(每次提問次數(shù)和猜測(cè)次數(shù)應(yīng)有所限制，在規(guī)定次數(shù)內(nèi)仍未猜對(duì)，則可進(jìn)行下一輪競(jìng)猜。) ②(本活動(dòng)也可采用兩組對(duì)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(duì)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(duì)話練習(xí)，操練What do/does … do

17、?) T: What do you do? Ss: We’re students. (教師按照?qǐng)D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(huì)

18、說英語。然后各組交換圖片，進(jìn)行對(duì)話練習(xí)。) T: Please ask and answer in groups using these pictures. Step 5 Project 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(duì)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 partner’s family after the example in 3b. Then fill out the table. ’s Family

19、Family member(家庭成員) Job(職業(yè)) Mother Father … 2. (根據(jù)表格信息，寫一篇小短文對(duì)調(diào)查結(jié)果進(jìn)行匯報(bào)。) T: Please report your partner’s 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(lì)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(gè)硬紙板，剪成圓形的，直徑10cm，制成一個(gè)轉(zhuǎn)盤，下節(jié)課用。 板書設(shè)計(jì)： What does your mother do? Section A an office worker —What do you do? Glad to meet you. —I’m a(an)… Please have a seat. —What does… do? They are both office workers. —He/She is a (an)…