牛津译林版七年级下册lntegrated skills教学设计及反思

Unit 2  Neighbours

Integrated skills

I. Teaching aims and learning objectives

By the end of the lesson, students should be able to:

1. remember some new words about different jobs and working places;

2. get useful information from the listening materials;

3. introduce their family members’ jobs and their dream jobs.

II. Teaching contents

1. New words and phrases: manager, office, office worker, policeman, postman, company, station, police station, post, post office, person, job, elder, future, artist, sound, sick

2. New structures: What are you going to be in the future?

    I’m going to be …

III. Focus of the lesson and predicted area of difficulty

1. Get useful information from the listening materials.

2. Introduce their family members’ jobs and their dream jobs.

IV. Teaching procedures

A  Different jobs

Step 1 Lead-in

 Guessing game.(Listen Jump and Say)

【设计意图：激发学生的兴趣；调动学生有关职业的储备知识，使其迅速进入本课话题。】

Step 2 Presentation

1. show students some new jobs by playing a video
2. lead them to learn and talk about the new job

【设计意图：通过教师视频歌曲展示，直观教授生词。跟着老师朗读，熟悉生词发音，为下面的听力做准备。】

2. Complete Part A1.

3. New words: elder brother/elder sister.

T: Wendy is Millie’s penfriend. She’s talking about the jobs of her family members. Here is Wendy’s family photo. This is Wendy. They are Wendy’s parents. Who are they? He’s Wendy’s elder brother and she’s Wendy’s elder sister.

【设计意图：选取符合材料的家庭照，直观教授生词。】

Step 3 Listening

1. Complete Part A2.

(1) Listen to the tape and complete the table in Part A2.

(2) Check answers in pairs. Ask and answer questions like this:

   What does Wendy’s dad/mum/… do?  

Where does he/she work?  

He/She …

【设计意图：通过学生问答核对答案，将词汇运用到语境中。】

2. More about Wendy’s family.

 (1) Listen and choose the correct answers.

  (2) Say something about Wendy’s dad/mum/elder brother/elder sister.

Wendy’s elder brother goes to work by bike/goes to work on his bike/rides to work.

Wendy’s elder sister goes to work by train/goes to work on the train/takes the train to work.

I go to work by car/go to work in my car/ drive to work.

【设计意图：帮助学生更好地理解听力材料，为接下来的课文填空做铺垫。】

3. Complete Part A3.

  T: Check your answers in pairs.

  T: Let’s read the completed passage together.

【设计意图：通过集体核对答案增强学生合作学习的能力，通过集体朗读帮助学生巩固生词的发音和对文本的整理理解。】

B  Speak up: What are you going to be in the future?

Step 1 Fill the form by listening

【设计意图：让学生在听力情境中习得生词，并体会问答要领。】

Step2 Make up a chain dialogue

A: What are you going to be in the future?

B：I am going to be…What are you going to be in the future?

C: I am going to be…What are you going to be in the future?

…

【设计意图：通过组内链状问答，让学生熟悉此句型和有关职业的词汇。】

Group Work

1. Introduce “Slasher”
2. Group Work： Think about what else Li Bai/Conan/the teacher can do

【设计意图：在情境中操练对话句型词汇，丰富学生的想象力。】

V. Homework