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
第五课时 (Section D Grammar& Functions, 1, 2a, 2b, Project)
教学设计思路：
本课时主要是复习课。首先通过游戏形式复习构词法，总结行为动词一般现在时特殊疑问句的用法，完成语法及句型的复习。然后读1中的四个问题，预测表述的正确与否，并通过听录音来核实。看2a的图片来猜测标题，通过阅读来选择恰当的标题，再次阅读完成2b。最后通过project来巩固句型和语法，同时复习上一个单元学习过的描述人物外貌的句型及表达，在此基础上完成一篇写作。至此完成本节课的学习。
Ⅰ. Teaching aims
1. Knowledge aims：
（1）总结和复习构词法。
（2）复习实义动词一般现在时的特殊疑问句。
（3）复习打招呼、询问介绍职业、工作场所及介绍家庭成员的基本表达法。
1. Skill aims:
（1）能够写出询问对方职业、工作场所的简单句。
（2）能够描述自己的家庭成员的工作情况。
1. Emotional aims:
通过和他人共同完成任务，培养学生的合作精神。
1. Culture awareness:
知道中西方家庭成员的表达方式，及询问他人工作情况的习惯和礼节。
Ⅱ. The key points and difficult points
1. Key points:
构词法及实义动词一般现在时的特殊疑问句。
2. Difficult points：
在复习的基础上发现学生存在的问题，并及时纠正。
Ⅲ. Learning strategies
1. 能够使用构词法帮助学生学习英语词汇。
2. 逐渐养成进行预习和复习的好习惯。
Ⅳ. Teaching aids
录音机/多媒体/小黑板/图片
V Teaching procedures
Stage 1（10mins)： 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.(Group work) Divide the students into two groups and make a comparison.T:Class, let’s have a quiz. One says one of the words about jobs that we have learnt in this topic. The other says its verb form and makes a sentence. For example, teacher –teach, A teacher teaches in a school. Every time the group that can say a word and make a sentence will get a mark. At last the group that owns the most marks will be the winner. Are you clear T: Good, we have said many words. Can you finish the Word Formation in Grammar T: Who can tell me your answers Revise word formation. Ss: Yes.Ss: Yes.Ss: worker, farm, driver, act. 复习构词法。
3.( Group work) Present the table in Grammar.T: Please ask and answer family’s jobs one by one. T: Well done! You can finish the table about Present Simple in Grammar.T: Please say your answers together. T:OK, let’s read them aloud. Practice the sentences about jobs and workplaces. S1: What does your mother do S2: She is a teacher. S1: Where does she work S2: She works in a school. What does your father do S3: He is……Ss:…Ss: does, do, does, do Ss:… 复习实义动词一般现在时的特殊疑问句。
Remark：学生参与游戏时通常积极性会比较高， 教师要有效的控制游戏竞赛的局面。做到有效复习。
Stage 2（10mins)： Task 1
Step Teacher activity Student activity Designing purpose:
1. (Class activity) Present these four questions. T: Please read the four sentences, and guess if they are right. T: OK. Now let’s listen to the conversation about Jack’s family photo and mark true or false. T: Who can tell me T: Can you correct the false sentences T: Great. Listen to the tape in 1 and mark true and false. Ss:…Ss:…S1: The answers are: “ FTFT”.S2: Yes, Jack’s father is driver. S3: The little boy is Jack. 通过听录音判断正误，训练学生获取听力信息的能力。
2. (Individual work) Present the conversation that misses some words. T: Class, please listen to the conversation and fill in the blanks.T: Who wants to read your conversations T: I think your are right. T: Can you draw Jack’s family tree according to the conversation Listen to the conversation again, and fill in the blank and draw a family tree. Ss:…S1:…Ss:Yes. 通过补全对话的练习并画出Jack的家谱进一步训练学生从听力材料中获取信息的能力，同时巩固家庭成员及其工作情况的有关表达。
Remark：在听前让学生读句子，让学生带着猜想做听力练习。
Stage3（8mins)： Task 2
Step Teacher activity Student activity Designing purpose:
1.(Individual work) Present the picture in 2a. T: Look at the picture. There are four titles that you can choose. Which one do you want to choose T: OK. Now let’s read the passage and choose a proper title. T: Can you tell me which title is the best T: Yes, I think so. Guess the title of the passage. S1:BS2:ASs:…Ss: My family. 通过图片猜测文章标题，再阅读文章验证标题，让学生带有问题去阅读，会增强阅读的效果。
2.（Class activity） Present the questions in 2b. T: Please read 2a again and answer the questions in 2b.T: Have you finished it OK. Answer the questions. Where does Peter live now T: Where does his father work T: What does his mother do T: Do his grandparents live with them T: How old is Rose Read 2a again and answer the questions. Ss:…S1: He lives in Beijing now. S2: He works in a hospital. S3: She is a teacher. S4: Yes, they do. S5: She is four years old. 阅读文章回答问题的目的是训练学生通过阅读寻找具体信息的能力。
3.（Class activity） Present a table that there are name, age, job, workplaces. T: Read 2a again and finish the table. T: Can you write down your answers T: Good. Who can repeat the passage according to the table Read 2a again and finish the table. Ss:…Ss:Yes.S1: My name is Peter. … 让学生根据表格复述短文，培养学生综合运用语言的能力。
Remark： 阅读时老师应该放开手，让学生独立完成该部分的内容，以检验和培养学生灵活运用知识的能力。
Stage 4（8mins)： Task 3
Step Teacher activity Student activity Designing purpose:
(Group work) Present a table in Project. T: Class, take out your family photos, please describe it to your partner. You can describe your family member with the help of the table. Then exchange the information with your partner and complete the table. T: Who can describe your partner’s family Others need to listen to carefully and write down their description. T：Please draw your partner’s family tree. Then write a short passage about his/her family. Describe their family photos to their partner. Ss:…S1:Let me try…Ss:… 任务的目的在于巩固本话题所学的词汇与句型。让学生在真实语境下综合运用本话题所学的知识。
Remark：鼓励学生在已经学到的知识的基础上，自行完成本部分的活动。 老师注意角色转换，鼓励学生自由发挥。
Stage 5（2mins)： 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. 归纳总结本课的知识点。
2. (Class activity) Assign HMK.T: For today’s HMK. First, finish the passage in Project. 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，尽可能多地使用本话题功能语言。
VI. Blackboard design
第五课时（Section D Grammar& Functions 1, 2a, 2b） Word Formation: teach–teacher work–worker, farm–farmer, drive–driver, act–actor Present Simple: to do Functions: 1. ---Glad to meet you. ---Glad to meet you, too. 2. ---What does your mother do ---She’s a nurse.
1 / 9