Unit 3 Getting Together-Topic 2 What does your mother do -Section A-教案、教学设计-市级公开课-仁爱科普版七年级上册(配套课件编号：225db).doc

1、1 Unit 3Getting together Topic 2What does your mother do? Section A . Material analysis（教材分析）（教材分析） 该部分是七年级第三单元第二个话题的第一课时，主要学习表达家庭成员、职业、工作场所等与日常生活紧密相关的话题。Section A 介绍了表示职业的交际句型“What does she/he do?” 。本课内容丰富，主要活动为 1a 和 1c。1a 部分通过人物对话呈现主要教学内容， 让学生学习关于打招呼、询问职业等信息的表达方式。1b 部分通过听录音完成表格，帮助学生理解对话大意，训练学生的听力技

2、能。1c 部分通过小组编对话，巩固 1a 中所学的句型，并鼓励学生上台表演，培养学生的语言运用能力。2 则通过听对话完成文章填空，进一步 熟悉表示职业的名词，巩固学生对新句型的理解，训练学生听关键词的技能。这样，在听、说、读、写各个方面都对新语法进行了全方 位地复现和操练，有利于巩固新知识。通过谈论家庭成员的职业，既可以提升学生的学习兴趣，增进同学间的相互了解，又可以引导学 生对家人的关爱。 . .Students analysis（学生分析）（学生分析） 通过前一阶段的学习，学生已经有了基本的英语听说读写以及口语表达能力，并且已经掌握了有关家庭成员的单词，因此，该部分 对于学生而言，既是复习

3、巩固旧知识，又是学习输入新知识。教师通过以旧代新，循序渐进的教学方法以及竞赛、合作教学管理机制， 再加上游戏、表演、对话等灵活生动的授课方式，培养学生学习英语的兴趣和积极主动的学习精神。 U3T2SA 2 . Teaching aims（教学目标）（教学目标） 1.Knowledge and skills（知识与技能）: 1)Enable students to learn some new words: teacher, driver, farmer, office worker, actor, cook, student and nurse, parents as well as the

4、word combination about changing nouns and verbs to nouns. 2)Help students have a good command of some sentence patterns:-What does she/he do?and their usage in daily life. -She/He is a/an. 3)Skills: speaking bravely, listening carefully, reading loudly, writing fast and correctly, acting freely. 2.

5、Process 2)Combine exploratory learning, competing learning and cooperative learning to arouse studentspassion and creativeness. 3. Emotional attitudes & Values（情感态度与价值观） ： 1)Enable students learn to love their lives and caring others through talking about family membersjobs. 2)Arouse students curios

6、ity and thirst for knowledge through games, dialogues and acting, so as to cultivate students interest in English and spirit of learning actively. 3)Develop studentsteam spirit through letting them complete tasks together. 3 . Teaching contents（教学内容）（教学内容） 1). Enable students to learn some new words

7、: teacher, driver, farmer, office worker, actor, cook, student and nurse, parents as well as the word combination about changing nouns and verbs to nouns. 2). Help students have a good command of some sentence patterns:-What does she/he do?and their usage in daily life. -She/He is a/an. . . The key

8、points and difficult points（教学重难点）（教学重难点） 1. Key points: 1)Words about occupations:teacher, driver, farmer, office worker, actor, cook, student and nurse, parents. 2)Sentence patterns:-What does she/he do? -She/He is a/an. 2. Difficult points: 1). The word combination about changing nouns and verbs

9、to nouns. 2). The usage of sentence pattern in our daily life. . Teaching aids（教具）（教具） Word cards, family photos, pictures, IPBOARD and so on. . Teaching methods（教学方法）（教学方法） The task-based teaching method will be mainly used. . . Teaching procedures（教学过程）（教学过程） U3T2SA 4 Stage (time period) Interacti

10、on patterns Teaching activityRemarks 1 Lead-in (1-2 mins) Class activity Show a family photo of the teacher, and let students guess the person in the photo, then the teacher introduce her family, so as to lead in the new lesson. 教师通过向学生介绍自己的家庭成员， 借学生对教师的好奇心，达到激起学生的学 习兴趣和自然地过渡到新课的目的。 2 Presentation (

11、3-4 mins) Class activity Introduce the teachers family membersjobs through her body language, and let students guess the meaning of every new words about occupations. Then write them down on the blackboard and lead students read them 教师介绍自己家庭成员的职业，一边通 过肢体语言向同学们展示每种职业的功能， 一边板书单词，让学生充分感受和理解每一 种职业的具体意义

12、以及单词的正确拼写形 式。 3 Practice (3-4 mins) Pair work Act and guess： Invite students to choose cards and let other students guess and answer:”What does he/she do?” with the sentence pattern: He/Sheis a/an. At this stage, the group will win a point as long as its members act on the teaching stage and guess c

13、orrectly. 通过上一步骤中教师肢体语言的启示， 学生上台表演既可以尽情发挥自己的创造力 来表演，巩固了所学的新单词，增添了教学 的乐趣，同时，在这过程中，引入竞赛机制， 活跃了课堂，并为下一步的句型导入做了铺 垫。 5 4 Presentation (2-3 mins) Class activity Present some pictures and ask students with the sentence patterns:What does he/she do?=What is he/she? What do they do?=What are they?And lead st

14、udents answer those questions with the proper sentence patterns: He/She is a/an，They are. Then write them down on the blackboard. 通过上一步骤的暗示和铺垫作用，学生 对新句型有了初步的感悟，这一步骤则重点 呈现该句型的各种变式以及所教句型的同义 句，让学生学会进一步理解和使用该句型。 5 Consolidation (6-7 mins) Group work Pair work Step 1: Present more pictures and let studen

15、ts ask and answer by groups. Step 2:Ask and answer: Show some useful expressions, then let students ask and answer with the hits above. In order to make the activity more clearly, firstly the teacher ask a student to answer a question: What does your mother do? and lead the student answer: She is a/

16、an, then let students ask and answer one by one in groups. The group that perform well will get one point. 该环节让学生以组为单位，用新句型问 答，达到练习和巩固所学知识的目的。 该环节中，教师通过和一名学生互动让 学生明白新学句型的表达功能，然后让学生 以组为单位， 在组内进行问和答的接龙游戏， 以达到巩固和拓展知识的目的。 U3T2SA 6 6 Practice (10-11mins) Class activity Step 1 Let students watch a flash t

17、o prepare for the listening exercise. Step 2: Show a form, and let students fill the blanks after listening to the tap，then read 1a by roles. Step 3: Listen to the conversation and complete the passagewith thecorrect words 该环节加入 flash 视频材料, 让学生在观 看视频的过程中了解新知识的运用背景，为 接下来的听力练习奠定基础。 在上一环节的基础上，让学生根据表格 做

18、听力练习，然后分角色朗读，既巩固了新 单词，同时又锻炼了其听的能力。 该环节通过补全短文的听力练习，学生 可以进一步输入语言知识，并为下一步的自 由表达奠定基础。 7 Output (4-5 mins) Individual activity Let students write down some key words about his family members jobs, then make a report according to thekey words. 让学生写一写描述自己家庭成员的关键 词，然后根据关键词作口头作文，训练学生 综合运用知识的能力，同时达到检测学生对 知识掌握

19、程度的目的， 让学生懂得关爱家人。 8 Finishing task (1-2 mins) Class activityAssessevery groups performance, then act and chant 对同学们这节课的表现做一个总结，鼓 励落后组别，然后让全班同学一起跟着节拍 做一个说唱，让学生学会热爱生活，将教学 推向高潮。 7 9 Summery (1 min) Class activity Lead students to sum up what have been taught through thecontents on theblackboard. 通过板书作总

20、结， 即加深了学生的印象， 又便于学生总结规律。 10 Homework (1 min) Class activity Makea survey and introduce thefamily members PersonAgeJobWorkplace Kangkangmother35a teachera school 让学生课下对自己同学家庭成员的情况 做一个调查，增进同学之间的了解和情谊。 . Blackboard design（板书设计）（板书设计） What does your mother do? Section A A: What does he/she do?=What is he/she do? a nurse a student a cook B: He/She isa teacher a driver an office worker an actor U3T2SA 8