仁爱版七年级英语上册教案Unit 3 Getting together Topic 2（表格式）

Unit 3 Getting Together
Topic 2 What does your mother do
教学内容分析及课时分配建议：
该话题主要学习表达家庭成员、职业、工作场所等与日常生密切相关的话题。Section A-B 介绍了表示职业和工作场所的交际句型 “What does she/he do ” “Where does she/he work ”, 并学习了简单的构词法；Section C主要通过家谱图来介绍家庭成员；，Section D 部分是对前三部分的总结和复习，并通过一篇阅读，来训练学生的阅读技能。本话题同样穿插了语音的学习板块，即字母组合所发的双元音音素 和辅音音素 。最后通过project的活动，综合本话题所学，使语言知识学以致用。
本话题建议用5个课时来完成：
第一课时：Section A 1a, 1b, 1c, 2
第二课时：Section A 3a, 3b Section B 1a,1b, 1c
第三课时：Section B 2, 3, 4 Section C 3a, 3b
第四课时：Section C1a, 1b, 1c, 2
第五课时：Section D Grammar& Functions, 1, 2a, 2b, Project
第二课时Section A 3a, 3b, Section B 1a, 1b, 1c
教学设计思路：
本课通过Kangkang 和Maria 对话方式，呈现表达工作场所的新句型“Where does he/she work He/She works in a hospital.” 同时复习巩固有关职业的表达。本节课首先通过头脑风暴的方式复习表达职业的单词和句型，为接下来询问工作地点做铺垫。在学习新单词的过程中，引入新句型的学习，并进行操练，为1a的学习扫清障碍。然后通过1a的图片预测对话内容，并通过听录音来核实猜测的准确性；再次听录音，完成1b的任务，训练学生在听力语境中获取信息、匹配信息的能力；之后让学生小组编写新的对话，以运用到实际生活中。最后学习Section A中3a和3b的语音，掌握字母组合ow, oy, ear, ure, tr, dr的发音，并能够根据发音规则拼读单词。至此完成本节课的学习。
I. Teaching aims
1. Knowledge aims:
（1）复习询问职业的表达法。
（2）学习询问工作场所的表达法。
2. Skill aims:
（1）能够通过听力材料获取信息。
（2）能够根据图片就职业及工作场所进行交流。
3. Emotional aims:
（1）能够积极与他人合作。
（2）能够体会英语学习的乐趣。
Ⅱ. The key points and difficult points
1. Key points:
（1）Words and expressions: show, work, hospital, restaurant, on, farm
（2）Sentences:---Where does she work
---She works in a hospital
2. Difficult points：
询问工作场所的基本表达法。
III. Learning strategies
1. 培养借助图片帮助听说。
2. 能够从同伴处获取反馈，合作完成学习任务的能力。
IV. Teaching aids
录音机/多媒体/小黑板/图片
V Teaching procedures
Stage 1（5mins)： Revision
Step Teacher activity Student activity Designing purpose
1.(Class activity) Greet and warm up.T: Good morning! T:… Greet and warm up.Ss: Good morning! Ss:…
2.(Class activity) Play “Bingo” game with the students. T: Class, Please say the jobs that you know as many as possible. T: Let’s play a game named “Bingo”. I will read the words about jobs. Please write down the words. If they are in a line, please say “Bingo”. Think over the words about jobs and play “Bingo” game. S1: teacher, nurse S2; cook, office worker S3: …Ss:… 头脑风暴，学生说出所有表达职业的单词。玩Bingo 游戏，听写这些单词。
3. (Pair work) Ask the students to act out the jobs and guess. T: Now one student acts out a kind of job. The other two students ask and answer like these: What does she/he do She /He is a… Review the sentences about jobs.Pair1: What does she do She is a teacher. Pair 2: What does he do He is a driver. … 复习表达职业的句型。一个学生表演相关职业，另两个学生问答：What does she/he do She /he is…
Remark：本部分的复习主要是为本节课的学习做好铺垫。
Stage 2（10 mins)： Pre- listening
Step Teacher activity Student activity Designing purpose:
1. ( Individual work) Present some pictures about jobs and workplaces. Teach the new words: hospital, restaurant, farmT: Class, please look at the pictures. Can you match the jobs and workplaces T: Very good. Why do you match “teacher” and “school” Because a teacher works in a school. Do you know the word “work” T: Yes, Can you describe the pictures like this. Match the pictures and learn the new words. Ss:…Ss: “工作”S1: A cook works in a restaurant. S2: A farmer works on a farm. … 学习表工作地点的新单词，让学生完成图片的匹配并造句。
2. ( Group work ) Point at the pictures and ask and answer with the students. T: What does he do T: Where does he work …T: Can you practice the sentences like this with your partner T: Are you ready Who can act out the conversation with your partner T: Great job! Practice the sentences. S1: He is a teacher. S2: He works in a school. …Ss:…Pair 1:--What does she do --She is a nurse. --Where does she work --She works in a hospital. Pair 2: … 复习询问职业的句型同时学习询问工作地点的表达。
Remark：教师可以充分利用图片和提供的语境让学生感知新的词汇与句型，并理解其意义。
Stage 3（10 mins)： While- listening
Step Teacher activity Student activity Designing purpose:
1.(Individual work) Present the picture in 1a. T: Look at the picture. Can you guess what they are talking Guess what they are talking about. S1: I think they are talking about jobs. S2: I think they are talking about their family. S3:… 看图片预测对话主要内容。
2. ( Class activity) Play the tape recorder of 1a and finish 1b. T: Boys and girls, please don’t look at the book and listen to the conversation. Then match the pictures with Maria’s parents’ jobs and workplaces. T: Please talk about your answers in groups and tell me. T: Which group would like to show your answers T: I think you are right. Listen to 1a and finish 1b. Ss:OK.Ss:…S1:Her mother is a nurse. She works in a hospital. S2: Her father is a cook. He works in a restaurant.S3:… 播放1a录音，学生不看原文，完成1b，并与同伴讨论核对答案。
3. (Group work) Play the tape again. T: I will play the conversation again, please listen to it carefully and repeat after the tape. T: Now please answer the questions. What does Maria’s mother do Where does she work What does her father do Where does he work T: Let’s read the conversation following the tape. Pay attention to the stress and liaison. Listen to the tape and repeat it. Ss:…S1: She is a nurse. S2: She works in a hospital. S3: He is a cook. S4: He works in a restaurant. Ss:… 再听并跟读句子，回答老师的问题并体会句意。
Remark：听之前，引导学生看图和表格，对所听内容进行猜测。听录音，并完成相应任务，进一步理解对话内容，然后跟读对话，模仿其语音语调。
Stage 4（10mins)： Post- listening
Step Teacher activity Student activity Designing purpose:
1.(Group work) Ask the students to read the conversation in roles. T: Please read the conversation in roles. The boys play “Kangkang”, the girls are “Maria”. T: Please read the conversation with your partner. Read the conversation in role aloud. Ss:…Ss:… 分角色阅读。
2.(Group work) Present the pictures in 1c. T: Please look at the pictures and make up new conversations in groups with the information in them. T: Who can act out your conversations Make up new conversations and finish 1c. Ss:…Group 1:---What does she do ---She is a teacher. ---Where does she work ---She works in a school. Group 2: … 复习巩固询问职业和工作地点的对话。
3.(Group work ) Divide all the students into three groups. T: Let’s make some cards. The first group makes “name”. The second makes “job”. The third group makes “workplace”. Are you clear T: Please two students choose one card from three groups. And make up new conversations. If the cards about jobs and workplaces you choose can match, your conversation is right. You will the winner. Do you understand T: OK. Let’s begin. Play the game.Ss:Yes.Ss: Yes.Ss:… 以游戏的方式复习巩固本课所学知识。
Remark：最后的游戏教学可能有职业与工作地点不匹配的情况，教师要注意现场的指导及学生发散性思维的培养。注意调动学生学习兴趣。
Stage 5 ( 5mins) Teaching English sounds.
Step Teacher activity Student activity Designing purpose
(Class activity) Present the words in Section A 3a. T: Please try to read the words by yourselves.T: Can you find out the words like these as many as possible T: OK. Let’s read the words aloud together. T: Good. Please work in pairs and read the words in 3b. T: Let’s listen to the tape and finish 3b. Read the words and sum up their sounds. Ss:…S1: tearS2: hear…Ss:…Ss:… 引导学生通过归纳总结字母组合的发音规律学习音标。并引导学生进行单词拼读，掌握基本发音规则。
Remarks: 音标的学习需要由单词带出，以降低难度，同时注意语音学习的复现。
Stage 6（5mins)： Summarizing and assigning homework
Step Teacher activity Student activity Designing purpose:
1.（Class activity) Encourage the Ss to summarize the key points T:Class will be over soon. We should summarize the key points now. Let’s begin!T: Sounds great! I hope you will remember them. Summarize the key points.S1：---Where does she work ---She works in a hospital.S2:… 归纳总结本课的知识点。
2. (Class activity) Assign HMK.T: For today’s HMK, I’d like you to make a conversation like 1a. 适当的家庭作业有助于巩固课堂所学的知识。
Remark：强调在做家庭作业时，尽可能多的练习使用本课的交际用语。
VI. Blackboard design
第二课时（Section A 3a,3b, Section B 1a,1b, 1c） Words and expressions: show, work, hospital, restaurant, farm, on Sentences: ---Where does she work ---She works in a hospital
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