仁爱版英语七年级上册 Unit 3 Getting Together 教案

这是一份仁爱版英语七年级上册 Unit 3 Getting Together 教案，共6页。
Unit 3 Getting TogetherTopic 2 What does your mother do?Section B = 1 \* ROMAN \* MERGEFORMAT I. Material analysis 该部分是第二个话题的第二课时。主要活动是1a。通过Kangkang和Maria的对话，呈现了表达工作场所的新句型：“Where does he/she work? He/She works in ...”,同时复习巩固有关职业的表达“What does he/she do? He/She is a ...”。学生在Section A中已经学习了有关询问职业的表达法，因此，在Section B中进一步学习关于询问工作场所的表达法应该难度不大，但是有一些工作场所的英语单词表达，可能学生还不是很熟悉，因此教师应该在对话操练中给予学生适时的帮助，帮助他们顺利完成对话操练。 = 2 \* ROMAN \* MERGEFORMAT II. Teaching aims1. Knowledge aims能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：show, work, hospital, restaurant, on, farm;在教师的帮助与指引下，能就有关询问工作场所、询问工作等信息的表达方式进行交流。2. Skill aims 能听懂有关询问工作场所的简单对话或叙述并完成相应的任务； 能根据图文就询问职业以及询问工作场所的话题进行交流； 能正确朗读对话，注意语音语调； 能写出职业及工作场所的单词或词组；3. Emotional aims在学习过程中，通过谈论家庭成员及工作情况，学会热爱生活的关心他人, 并且不管将来做什么工作，在哪工作，都应该用心工作，告知学生现在作为一名学生，应该努力学习，感恩父母，努力学习，争取过上幸福的生活；采用猜职业、小表演等灵活多样的授课方式，激发学生的好奇心和求知欲，培养学生学习英语的兴趣和积极主动的学习精神。 = 3 \* ROMAN \* MERGEFORMAT III. The key points and difficult points 1.能就询问职业和询问工作场所等信息进行对话操练和小组调查活动。 = 4 \* ROMAN \* MERGEFORMAT IV. Learning strategies 1.以自行总结和发现规律代替机械记忆。 2.能够使用构词法帮助学习英语词汇。 3.能够借助图片预测对话大意。 = 5 \* ROMAN \* MERGEFORMAT V. Teaching aids交互式一体机，黑板贴，卡片，磁扣。 = 6 \* ROMAN \* MERGEFORMAT VI. Teaching procedures = 7 \* ROMAN \* MERGEFORMAT VII. Blackboard designStepInteraction patternStudent activityTeacher activityIntroduction (5 minutes)1.The whole class work.2.Individual work. 1.Focus their attention on the teacher.2. Guessing games: Students stand up quickly and guess their jobs..T: What does she do?Ss: She is a doctor. T: What does your father do?Ss: He is a driver.…1.Greet students ready for learning.2. Guessing games: Help the students to revise the sentences of occupations in Section A. Lead in (10 minutes)1.The whole class work.2. Pair workAnswer the teacher’s questions and learn how to ask the occupations and workplaces.e.g.T: What do I do?Ss: You are a teacher.T: Where do I work?Ss: You work in a school.(The teacher shows pictures of other teachers’ .)e.g.T: What does she do?Ss: She is a teacher.T: Where does shework?Ss: She works in aschool.2. Work in pairs. Make up new conversations with the following information in 1c, using the expression of asking workplaces.1. Show some pictures of different occupations. Let the students know how to ask the occupations and workplaces. Then present some new words and phrases: in a restaurant, in a hospital, in an office, on a farm.2. Make the students practice the expression about how to ask the workplaces.Presentationand practice(15 minutes)1. the whole class work.3.Pair work and the whole class work.1. Look at the picture in 1a. Guess what Maria and Kangkang may talk about in the conversation. Then listen to the tape and check. 2. Do 1b. Match the pictures in 1b with Maria’s parents’ jobs and workplaces while listening. Check with your partner and then the whole class check the answers together.3. Follow the tape. 1. Let students guess the meaning of the conversation with the help of the pictures on the textbook before listening. Play the tape. Check the answers.2. Play the tape of 1a.3. Play the tape again.Consolidation (10 minutes)Group work and individual work. 1.Do 4. Work in groups. Survey your classmates about their parents’ jobs and workplaces. Complete the table in 4.e.g. A:What does your father do, Li Li?B: He is a doctor.A:Where does he work?B:He works in a hospital.After the survey, report the result to the class individually.e.g. Li Li’s father is a doctor. He works in a hospital. Her mother is a ...2. Read the sentences and phrases.1.Make sure the students speak English while doing the survey. SummaryAssign homework:Read 1a fluently;Write a short passage to introduce your family members’ jobs and workplaces, using the word formation;e.g. My father teaches in a school. He is a teacher. My mother...Preview Section C-1a.What does your mother do?Section B1. —Where does he/she work? in a restaurant in a hospital —He/She works in a school. in a school in an office2. —Where do they work? on a farm—They work in a school.