七年级英语上册《Unit 3 Getting Together Topic 2 What does your mother do？Section A》教学设计 （新版）仁爱版.doc

unit 3 getting together topic 2 what does your mother do？section athe main activities are 1a and 2a. 本课重点活动是1a和2a。. 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: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 教具名词卡片/人称代词卡片/图片/教学挂图/录音机/幻灯片/小黑板. 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 dont like it at all.来回答。 (3)小组内每个学生轮流问答一次后，游戏停止。t: boys and girls, lets play a game: ask and guess.2. (教师出示人称代词卡片，让学生以“接龙”形式用教师呈现的人称代词造句。)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. (换成学生持卡片，教师造句子，导入新句型。)s4: you t:what do you do? (教师讲解。) ss:we are students. (帮助学生回答。) t:(指着一个男/女生) what does he/she do? ss:he/she is a student. (板书学习新句型，并要求学生掌握。)what does he/she do?he/she is a student. t:do you want to know more jobs? lets come to the new lesson.(导入新课)step 2 presentation 第二步 呈现(时间:13分钟)通过展示图片、师生问答和分角色表演等形式，初步呈现新单词及新句型。1. (出示3a图片，教授关于职业的新单词。) t:look at picture 1. what does he do? ss:hes a driver. (教师帮助学生回答。) (板书并要求掌握。)driver t:look at picture 2. what does he do? ss:hes a farmer. (教师帮助学生回答。) (板书并要求掌握。)farmer (以同样的方式，出示图片，学习新单词cook, nurse, office, worker, doctor。并要求学生掌握。提醒学生注意an office worker。)2. (让学生听3a录音，跟读，并注意语音语调。) t:please listen to the tape and repeat. pay attention to the pronunciation and intonation.3. (学生两人一组，运用3a的图片，练习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. (师生问答，自然过渡到1a的教学。) 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. (呈现1a的教学挂图，向学生们介绍。) t:look at this picture. this is kangkangs mother. the four kids are maria, jane, michael and kangkang. (板书并要求学生掌握。)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. (板书，教学新单词及新句型，并要求学生掌握。)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. (教师帮助学生回答。) (板书并要求学生掌握。)seat, have a seat5. (教师放1a录音，让学生跟读并注意语音语调。) t: ok. please listen to the tape and read after it. pay attention to the pronunciation and intonation.6. (教师设置一个场景at kangkangs home.)t:suppose you are at kangkangs home. lets role-play.(教师和四个学生合作，示范表演1a对话，之后学生五人一组操练，教师巡回指导，挑两组比较出色的上台表演。完成1b。)7. (根据1a的教学挂图，过渡到2a。) t: look at the picture. kangkangs mother welcomes the kids at kangkangs home. what do kangkangs parents do? do you want to know?(板书并讲授parent(s)的含义，引出father，要求学生掌握。)mommotherdadfathermother or fatherparentmother and fatherparentsstep 3 consolidation 第三步 巩固(时间:7分钟)通过听录音回答问题、填空以及分角色朗读、填写表格等形式，使学生在运用中进一步掌握新单词和新句型。1. (教师播放2a录音，要求学生根据录音回答问题。) t:please listen to the tape and answer the question: what do kangkangs parents do? (核对答案。)2. (再放2a录音，要求学生根据录音填空，教师将听力问题用幻灯片呈现出来。) 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.(核对答案后分角色朗读2a，然后四人一组操练。完成2a。) t: read 2a in roles. then practice in groups of four.3. (让学生独立完成2b。) t:read 2a again and fill out the table in 2b. (核对答案。)step 4 practice 第四步 练习(时间:8分钟)通过“职业竞猜”游戏、师生和生生问答等形式，使学生熟练掌握新单词和新句型。1. (做“职业竞猜”游戏，使学生在表演中熟悉职业名称。)t:lets play a guessing game.(1)(活动过程：)(教师事先制作写有职业名称的卡片。如：teacher, worker, doctor, cook, driver等。)(活动前教师作一次示范：教师随意抽取一张卡片(如teacher)，并根据卡片上写的职业，做一个能代表该职业的动作(表演哑剧，假装在黑板上写字，或拿着书来回踱步等。)然后示意学生举手猜出该职业。学生若不能猜对，可以提问，但教师只能用yes或no作答。)例如：s1: are you a doctor?t: no.s2: are you a teacher?t: yes.(学生猜对教师示范的职业后，教师退出活动，同时让猜对的那个学生上台抽卡、表演和回答问题，下一个猜对者接着上台抽卡，以此类推。)(2)(有关说明：)(每次提问次数和猜测次数应有所限制，在规定次数内仍未猜对，则可进行下一轮竞猜。)(本活动也可采用两组对抗形式，即一组派代表抽卡片表演，另一组猜职业。双方轮换角色，最后猜对次数多，准确率高的一组获胜。)2. (教师出示各种职业人士的图片和学生进行对话练习，操练what do/does do?)t:what do you do?ss:were students.(教师按照图片依次问学生。)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.(教师应提醒学生注意此句中an的用法并板书。)he is an office worker.3. (教师把图片分给各小组，小组内每人轮流模仿老师提问其他学生，让每一位学生都有机会说英语。然后各组交换图片，进行对话练习。) t:please ask and answer in groups using these pictures.step 5 project 第五步 综合探究活动(时间:7分钟)通过作调查、填表格和写短文等形式，培养学生综合运用本课目标语言的能力。1. (出示小黑板，学生两人一组，运用3b中的例子，对同伴的家庭成员情况作调查，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(家庭成员)job(职业)motherfather2. (根据表格信息，写一篇小短文对调查结果进行汇报。)t:please report your partners family.3. homework:(1)学生采访自己的爸爸或妈妈，然后写