1、教学案例 Unit 3 Topic2What does your mother do? Section A 一、教学目标:教学目标: 1、 知识目标:知识目标: (1 1) 学习使用下列词汇学习使用下列词汇:home, kid, glad, father、mother, doctor, nurse, worker, driver, farmer, cookoffice (2) 学习使用下列句型:学习使用下列句型:What does do?She/He is a/an 2. 能力目标: (1)能熟练运用所学知识对某人的职业提问及回答。 (2) 具有创新意识和口头表达能力。 3.情感态度与价值观:
2、 通过小组竞赛、分角色表演、自由采访、等活 动或方式激发学生学习英语的兴趣,调动学生学习积极性,培养学生倾 听的学习习惯以及合作精神和集体荣誉感。 通过课中课后自主采访等活动, 关注学生的真实情感流露,培养学生 的创新精神。 二、教学重难点:教学重难点: 1.本课时的重点是词汇及句型:What does do? She/He is a/an . 2.难点:如何创设真实语境,在真实的交流中自然呈现和复习目标单词 和句型,并引导学生在真实语境中灵活自如地运用目标句型。 三、课前准备:照片及多媒体课件等。 四、教学步骤 Step1、Warm-up 1、Greeting T: Its time for
3、 class, M: Stand up, please! T: Good morning Boys and girls. Glad to meet you. Ss: Glad to meet you, too. 2、 分组定竞赛规则。分组定竞赛规则。 T:This class we are going to learn Unit3 Topic2 Section A “What does your mother do? ” Now we are going to have a match between four groups- Group nurse, Group doctor, Group
4、farmer, and Group cook (教师板书组名 简写后,手指各组示意)Look, I have many pens. If you do well(竖大拇 指示意) , Ill give a penfor you and l will also give your group an apple. If your group gets the most apples , your group will be the winner. Lets see which group is the winner. OK? Ss: OK! 3.Revision and lead-in(复习导入话
5、题)(复习导入话题) Activity1:教师介绍全家福及相关成员职业教师介绍全家福及相关成员职业 T :Boys and girls, look (教师出示全家福照片),What is this? Ss, Its a photo. T: Yes, Its a photo.of mine. lets begin our match.Are you ready? Please listen carefully. Later you should answer the questions on the Bb. Ok? (介 绍前提出要求,加强组织教学)Look, this is my kid. (
6、并板书 kid, 下 同)What does my kid do? He is a student. This is my kids father. What does his father do? He is a teacher. This is his brother. What does his brother do? He is a doctor.These are his sisters. One is a nurse, the other is an office worker.Who is this ? T; Miss Yang. Yes, thiss me. What do I
7、 do? Im a teacher. I teach English(同时举起一本英语书)。My husband and I are my kids parents. Activity2:小组抢答小组抢答 T: Now I ask ,you answer. Lets have a group contest. What is my kid? What does my kid do ? (教师辅导学生用英语正确说 出该职业) S: Astudent. T: What is his father r? What does his father do? S:. T: Whats his brothe
8、r? What does his brother do? S:. T: What am I? What do I do? S:. T:What does his parents do? S:. Activity3: 教师介绍朋友,学生看图片说职业教师介绍朋友,学生看图片说职业 T:I have many friends. Can you guess What does he/she do”? T:多媒体展示医生图片。 She /He is a/an? (拖长声音,暗示学生读出 doctor)。 T: Yes, he is a doctor. (同法,师分别出示卡片: Office worker
9、 .driver .farmercook nurse 让学生说出这些朋友的职业) Activity4:引导学生总结引导学生总结 询问某人职业时常用:What does/do sb. do ?或 What be sb ?或 What be ones job ?其答语是 driver .farmer 等表示职业的名词 Step2、Presentation (1).T: Boys and girls, you are wonderful. Just now we have talked about some jobs. Now lets look at this picture. This is K
10、angkang. This is Kangkangs mother. The three kids are Kangkangs classmates. They are Maria, Jane and Michael. Where are they? Listen to the tape, then answer the question. (教师放录音,听完后让学生们回答问题并核对答案:Where are they? (2)(2) Lets act (教师设置一个场景 At Kangkangs home.) 师生示范表演 T: Boys and girls, Im not a teacher
11、 now. ImKangkangsmother . Who wants to be Kangkang and his classmates ?.Ok, please,come on!(用手 示意 扮演者过来,使表演者很快进入角色,增强真实语境,激发学生兴 趣) Pair work T: Do you want a go? Practise in pairs. (学生们在下面五人一组表演, 教师巡回作指导. Act out(找两三组同学表演。) T: Well done. What does Kangkangsmother /father do? Do you want to know? The
12、n listen and complete the table.) 4Practice (趣味操练趣味操练)/Extension (1) Lets interview 师生示范采访 T:Hi , Glad to meet you.What do you do? S1: Glad to meet you. T:What does your father/mother do ? (问学生 What does his/her mother /father do? S1: 【设计思路】适时问其他学生,用第三人称追问谈话内容,为后面汇 报作铺垫,并控制全班注意力,培养学生倾听的习惯,下同。 同桌间采访。
13、 T: Boys and girls, now , you can ask and answer in pairs. 【设计思路】 就学生的真实愿望开展对子活动, 关注学生的真实情感 流露,以及采访实践体验。教师下位检查、督促与辅导,保证充足的生 生互动,确保教学活动面向全体。 个别学生自由采访其他同学 T: Boys and girls, you may ask any classmates some questions like these(屏幕上显示句型). Who will try? Oh, you, who do you want to ask? Now, class, lets l
14、isten and see who acts the best. T: What does your do ?. Who acts the best? 【设计思路】个别学生采访示范后,教师适时问其他学生,用第三人 称追问谈话内容,为后面汇报作铺垫,控制全班注意力。适时总结评价 学生表现,有效维持学生积极性。 全班同学自由采访。 T:Now all of you may ask any classmates these questions. Please come out of your seats. 【设计思路】 先让个别胆大熟练的学生引路, 然后让学生下位自主找 同学采访,避免语言操练的枯燥
15、性,关注学生学习发展的心理特点与个 性,同时进一步加大了生生互动的力度。 Lets report(个别学生汇报采访结果个别学生汇报采访结果) T: Who do you inteview/ask?. What does her/his .do ? .(引导学生 概述) 【设计思路】学生自由采访后,适时进行采访汇报,引导学生在由放 到收的采访活动中灵活自如地运用目标句型。 5. Wrap-up(小结小结) 总结所学内容。 (引导学生参考板书内容总结所谈话题和所学内 容及本课教学重点。 ) T: Boys and girls, what topic have we talked about?) 师
16、生共评最佳小组,并予以表扬 T: Now lets see which group is the winner. Wow,Group is the winner. Congratulations! (引导学生鼓掌说 Group ,Group,Great!) Homework(ppt 出示家庭作业:放学后,继续向其他班同学或 朋友采访他们家人的职业,下节课来汇报采访结果。) T:After class you can go on asking any of your friends parents do, And next time you will report to us. 【设计思路】 课
17、末及时引导学生总结, 让学生对所学知识有一个清楚 的轮廓体系,对学生的课堂表现进行总结评价,维持学生学英语的积极 性,课外作业紧扣新知内容,将英语学习延续到课外,使新知学习得到 巩固,体现了学以致用的原则。 What does your mother do? Section A 教学反思教学反思 今天我执教的这节课是七年级上册 Unit3 Topic2 的 Section A。本 课时的一些生词在以前的练习中已经出现过,本课时围绕询父母的职业 这个话题展开活动。总的说来,本节课具有以下几个特点: (一)教学内容的深度性和拓展性。在文本信息处理的过程中,我 注意深挖教材信息, 关注学生语篇理解能
18、力的培养,对教材内容进行了取 舍及整合,如我将 2 中的听力训练,变成了采访内容,培养学生运用语 言的能力, 并在原教材的基础上, 增加了 Doyou love them ? 这个问句, 将情感内容渗透于教学中。 (二)情景创设的真实性。教学中,我用我家的一副照片引出话题, 并巧用图片创设真实情境与学生进行真实的课程情况交流,最后通过表 演、自由采访等形式创设情境进一步开展充足的师生互动和生生互动的 真实愿望的交流。 (三)学生活动的全体性、主体性和开放性。在课堂上,我始终注意 通过追问第三人谈话内容和对子活动等形式关注学生全体,让学生自主 地交流和合作,并让学生自主采访其他学生相关情况,让他
19、们通过自主 感知、体验、实践、参与和合作等方式,完成语言任务,感受成功。 (四) 游戏和竞赛活动的激趣性和英语氛围的渗透性。上这节课的虽 然是七年级的学生,但是学生的特点还是活泼好动,表现欲强,不服输, 所以一开始我就把他们分成五个小组,进行比赛,并且贯穿整个教学过 程始末。告诉他们表现优秀的同学不但可以得一只笔,而且还能为本组 得一朵花。这样不仅可以提高他们学习英语的积极性,还能培养他们的 集体荣誉感,同时以五个职业命名的小组及多媒体展示的图形及单词为 增添本节课的英语氛围和巩固新知内容起到了一定的渗透作用。 五、话题的线索性。本节课,我通过教师的教学用语在各教学环节 之间起到了承上启下的过渡作用,使本节课的教学结构更加紧凑,话题 线索更加清晰。 六、教学方法的多样性和教学活动的坡度性。这节课我采取了听、 说、读、写、演、比的方式,教学过程由易到难,由学到用,层层铺垫, 关注了学生的年龄、心理特点以及认知规律。