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

Unit 3 Getting Together Topic 2 What does your mother do？Section D. Teaching aims and demands 教学目标1. (1) Learn the following phonetic symbols:/m/, /n/, /N/, /l/(2) Learn some new words and a phrase:happy, teach, only, after, look after2. Review Wh-Questions with what/where:(1)What do your parents do?(2)Where do you/they work?3. Learn the useful sentences:(1)I have a happy family.(2)My grandparents live with us and look after Rose at home.(3)Jacks mother is in red. Teaching aids 教具单词卡片/图片/录音机/幻灯片/录像设备/小黑板/奖品/投影. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:15分钟)放录音，出示全家福，师生对话，复习有关职业的词汇及句型，引出新词汇，导入新课。1. (方案一)(播放含有职业性对话的录音片断，师生互动。)T: Now, lets listen to the tape, and answer my questions.(1)(播放医生询问病人病情的录音片断，可以是中文的。)T:What does the man/woman do?S1:He/She is a doctor.(2)(播放教师上英语课的录音片断。)T:What does the man/woman do?S2:He/She is a teacher.T: He/She teaches English.(板书，教学新单词，并要求掌握。)teacher teach(3)(播放学生上课的录音片断。)T:What do they do?S3:They are students.(以同样的方式进行其他“听录音辨职业”训练。)(方案二)(看录像/幻灯片/投影/图片，找出具有职业特征的人物。)(教师让学生快速观看录像/幻灯片/投影/图片，然后提出问题。)T:Who can you see?S4:I can see a teacher.S5:I can see a doctor.S6:I can see a driver.(直到没有学生补充为止，然后再现材料，让学生仔细观察，师生合作，共同找出所有职业性人物。)2. (看谁演得好:让学生上前表演各种职业的特征，可利用道具。) T: Nice work! Now Ill ask some students to act out different jobs and say what you do and where you work. S7, please.S7:I am a I work in a (学生一边说一边做该职业的标志性动作。)S8:I am a I work in a (像S7一样)(所有volunteers表演完毕后，师生一起评出“最佳演员”，并颁发奖品。如：英语本。)3. (教师出示一张自己家三代同堂的全家福，师生问答，引出新词汇。) T:Boys and girls, please look at this photo of my family. This girl is my little daughter. Can you guess how old she is? Ss:She is four years old. (学生猜测女儿的年龄。) T:Yes. She is only four years old, and she is very cute. (板书，教学新单词，并要求学生掌握only；了解cute。)only, cute Ss:Yes. T:Do you know whos looking after my daughter now? Ss:Her grandparents. (板书，并要求掌握。)after, look after T:You are right. I think I have a happy family. (板书，学习新单词，并要求掌握。)happy (导入1。)Step 2 Presentation 第二步 呈现(时间:10分钟)运用卡片学习音标；听录音，做阅读理解，掌握目标语言。1. (出示1中的单词卡，让学生认读单词。) T:Boys and girls, we all know this word, right? (手持family单词卡。) Now Ill show you more word cards. Please read these words in turn. (手持nurse单词卡) S1:Nurse. (手持apple单词卡) S2:Apple. (手持map单词卡) S3:Map. T:(出示mouse, monkey的单词卡。) Well done! Now please look at the two words. Can you read them? The old words can help you. Ss:Mouse, monkey. (教师可帮助学生学会怎样用学过的单词拼读新单词。)2. (让学生把单词卡片归类。教学音标/m/, /n/, /N/, /l/.)T:Good. You are very clever. Now please divide these words according to the pronunciation. (板书)/m/ /n/ /N/ /l/ 3. (播放1录音，并让学生跟读，直到读准确为止，完成1。) T:Very good! Now please listen to the tape and repeat.4. (由自己家的全家福照片，导入2a。) T: You know about my family. Today we have a new friend, Peter. Here is a photo of Peters family. After listening to the tape, youll know about his family. Do you want to know him? (1)(让学生听2a，然后回答小黑板上所列的问题，师生核对答案。) T: Please listen to the tape. Then answer the following questions.1. How old is Peter?2. Where is he from?3. How old is his little sister? (2)(再播放2a录音，完成在小黑板上绘制的如下表格，训练学生的听力。) T: Listen to the tape again. And fill out the table on the small blackboard.Family memberJobWorkplacePeterFatherMotherStep 3 Consolidation 第三步 巩固(时间:6分钟)通过复述短文和人物访谈，使学生进一步巩固目标语言。1. (学生精读2a，完成2b，核对答案；并要求同桌之间进行对话。)T: Read 2a again. Then answer the questions in 2b. Then check the answers with yourdeskmate.2. (板书关键词，让学生复述2a。) T:Please retell the passage according to the key words on the blackboard.Petercome fromtwelvestudentBeijingfatherdoctorhospitalmotherteacherschoolRosefourgrandparentslook after(学生如有困难，教师要及时给予帮助，对复述流畅、准确的学生给予鼓励。)3. (仿写短文，让学生把自己的家庭情况，用关键词概括，然后口述。) T:Imitate the passage in 2a and retell the information about your family orally.4. (人物访谈：让两位学生表演，S1扮记者，S2扮外国明星。)T:Lets have an interview. Suppose S1 is a reporter, S2 is a famous foreign star. S1 interviews S2. OK, please!S1:Welcome to China, Mr./Miss S2:Thank you.S1:May I know your family?S2:Sure.S1:What does your father/mother do?S2:My father/mother is a (an) S1:Do you like China?S2:Yes. I like China very much.S1:Thank you very much.S2:Youre welcome.(让学生两人一组练习人物访谈对话。)Step 4 Practice 第四步 练习(时间:8分钟)通过做游戏和做练习，使学生在运用中掌握目标语言，并训练学生的听力。1. (播放两遍3的录音，第一遍让学生了解大意，第二遍后判断正误，核对答案。) T: Listen to the tape for the first time in order to learn about main ideas. Then listen again and mark True or False in 3. Ill check the answers.2. (重放3录音，学生获取更多信息，并根据对话内容，复述Jack的家庭情况，完成3。) T:Listen to the tape again, and try to get more information. Then retell Jacks family according to the dialog.3. (做游戏：找朋友。课前把4a，4b中的问句和答句写在卡片上，打乱顺序，让十六个学生抽取卡片，然后迅速找到与自己相对应的问句或答语，两人一组表演出来。) T:Lets play a game: Finding friends. Here are sixteen cards. Ill ask sixteen students to draw the cards. Then find out their own questions or responses quickly and act out in the front. Example: Group 1 S1:What do your parents do? S2:They are both office workers. Group 2 S3:What do you do? S4:Im a student. 4. (播放4a、4b录音，学生跟读，并注意语音语调。完成4a和4b。) T:Listen to the tape and repeat. Pay attention to your pronunciation and intonation.5. (教师出示小黑板，学习并操练本单元的特殊疑问句。) T:Lets do some exercises. Please look at the small blackboard. Fill in the blanks, then check the answers together.对画线部分提问：(1) My parents are workers. do your parents ?(2) I am a student. do you ?(3) The man works on a farm. the man work?(4) They work in a school. they work?(核对答案。)Step 5 Project 第五步 综合探究活动(时间:6分钟)通过画家谱，采访，填表格，写短文等形式，培养学生综合运用本话题语言知识的能力。1. (听叙述，画家谱。老师让一个或几个学生介绍自己的家庭情况，其他学生根据叙述，画出家谱，看谁画得最正确。完成5（1）。) T:Listen to the description of your partners family photo. Then draw his/her family tree. And we will decide who draws best.2. (人人都做小记者。学生两人一组相互采访，完成5(2)。) T:Suppose you are a reporter, interview your partner about his/her family members. Then fill out the table in 5.3. Homework:让学生根据5(2)采集到的信息，写一篇介绍搭档家庭的小短文，完成5(3)。教师挑选几篇写得好的短文，粘贴在教室后面的英语学习园地栏。板书设计：What does your mother do?Section Dlive with uslook after1. /m/, /n/, /N/, /l/in red2. My grandparents live with us and look after Rose at home.on the sofa 3. What do your parents do?a photo of my family4. What does the man do?6