Unit3Topic 2 What does your mother do？ 教學設計（2）

Unit3Topic 2 What does your mother do? 教學設計（2）?？谑徐`山中學英語組吳亞施一、教學內容:本節(jié)課所講授的是仁愛版教材七年級上冊第三單元第二話題的Section A。其內容在談論職業(yè)的基礎上，增加內容“What does your mother do?、What do your parents do?”(學習關于不同人稱的疑問句）。為了活躍課堂氣氛，利用多媒體、做調查等方法，反復操練重點句型，學生主動配合 ，積極參與課堂活動，做到動耳，動口，動手，動腦，可以牢固地掌握所學知識。二、教學目標：知識目標： 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.能力目標：通過聽說，培養(yǎng)學生學習英語及運用英語交際的能力。情感、態(tài)度和價值觀：通過談論職業(yè)，培養(yǎng)學生熱愛生活和關心他人的情感。三、教學重點：關于職業(yè)的詞匯和句型；掌握一般現(xiàn)在時的特殊疑問句四、教學難點：運用英語談論職業(yè)和詢問他人工作情況。五、教學策略：本課重點談論職業(yè)，因此，通過情景對話，讓學生由淺至深的掌握職業(yè)名稱及重點句型，并通過做游戲、做調查等方法鞏固所學知識。鼓勵學生積極參加課堂活動，積極與他人合作，相互幫助，共同完成學習任務，關注學習差的學生，逐步引導他們養(yǎng)成良好的學習習慣和掌握正確的學習方法，能夠舉一反三地應用所學知識。六、教學手段及教具：多媒體；錄音機；調查表；幻燈片；小黑板七、教學評價：1、教學評價要貫穿教學始終，教師要讓每位學生有成功的喜悅感，多用好的評價語言，如You are great!/You are clever! / Congratulations!等等。2、通過練習題，如連線，猜職業(yè)，做調查等方式，檢驗學生對所學內容的掌握程度。八、教學過程Step 1 Review 讓學生用英語口頭介紹自己的寵物，說得好的學生給予表揚，然后導入新課。(教師造句，導入新句型。) T:I am a teacher .What do you do? Ss:We are students. (幫助學生回答。) T:(指著一個男/女生) What does he/she do? Ss:He/She is a student. (板書，教學新句型，并要求學生掌握。)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. (教師幫助學生回答。) (板書并要求學生掌握。)driver T:Look at Picture 2. What does he do? Ss:Hes a farmer. (教師幫助學生回答。) (板書并要求學生掌握。)farmer (以同樣的方式，出示圖片，學習新單詞cook, nurse, office, worker, doctor，并要求學生掌握。提醒學生注意an office worker。)2. (讓學生聽3a錄音，跟讀，并注意語音語調。) T:Please listen to the tape and repeat. Pay attention to the pronunciation and intonation.3. (學生兩人一組，運用3a的圖片，練習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 the dialogs in the front.4. (師生問答，自然過渡到1a的教學。) 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的教學掛圖，向學生們介紹。) 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，教學新單詞及新句型，并要求學生掌握。)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. (教師幫助學生回答。) (板書并要求學生掌握。)seat, have a seat5. (教師放1a錄音，讓學生跟讀并注意語音語調。) T: OK. Please listen to the tape and read after it. Pay attention to the pronunciation and intonation.6. (教師設置一個場景At Kangkangs home.)T:Suppose you are at Kangkangs home. Lets role-play.(教師和四個學生合作，示范表演1a對話，之后學生五人一組操練，教師巡回指導，挑兩組比較出色的上臺表演。完成1b。)7. (根據(jù)1a的教學掛圖，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，要求學生掌握。)mommotherdadfathermother or fatherparentmother and fatherparentsStep 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，使學生在運用中進一步掌握新單詞和新句型。1. (教師播放2a錄音，要求學生根據(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.(核對答案后讓學生分角色朗讀2a，然后四人一組操練。完成2a。) T: Read 2a in roles. Then practice in groups of four.3. (讓學生獨立完成2b。) T:Read 2a again and fill out the table in 2b. (核對答案。)Step 4 Practice 通過“職業(yè)競猜”游戲、師生和生生問答等形式，使學生熟練掌握新單詞和新句型。1. (做“職業(yè)競猜”游戲，使學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。)然后示意學生舉手猜出該職業(yè)。學生若不能猜對，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)(有關說明：)(每次提問次數(shù)和猜測次數(shù)應有所限制，在規(guī)定次數(shù)內仍未猜對，則可進行下一輪競猜。)(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)人士的圖片和學生進行對話練習，操練What do/does do?)T:What do you do?Ss:Were students.(教師按照圖片依次問學生。)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.(教師應提醒學生注意此句中an的用法并板書。)He is an office worker.3. (教師把圖片分給各小組，小組內每人輪流模仿老師提問其他學生，讓每一位學生都有機會說英語。然后各組交換圖片，進行對話練習。) T:Please ask and answer in groups using these pictures.Step 5 Project 通過作調查、填表格和寫短文等形式，培養(yǎng)學生綜合運用本課目標語言的能力。1. (出示小黑板，學生兩人一組，運用3b中的例子，對同伴的家庭成員情況作調查，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，寫一篇小短文對調查結果進行匯報。)T:Please report your partners family.3. Homework:(1)學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)準備一個硬紙板，剪成圓形的，直徑10cm，制成一個轉盤，下節(jié)課用。板書設計：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)