仁爱科普版七年级上册Unit 3 Getting together Topic 2 What does your mother do？ Section A 教案（表格式）

U3T2SA
Unit 3 Getting together
Topic 2 What does your mother do
Section A
Ⅰ. Material analysis（教材分析）
该部分是七年级第三单元第二个话题的第一课时，主要学习表达家庭成员、职业、工作场所等与日常生活紧密相关的话题。Section A 介绍了表示职业的交际句型“What does she/he do ”。本课内容丰富，主要活动为1a和1c。1a部分通过人物对话呈现主要教学内容，让学生学习关于打招呼、询问职业等信息的表达方式。1b部分通过听录音完成表格，帮助学生理解对话大意，训练学生的听力技能。1c部分通过小组编对话，巩固1a中所学的句型，并鼓励学生上台表演，培养学生的语言运用能力。2则通过听对话完成文章填空，进一步熟悉表示职业的名词，巩固学生对新句型的理解，训练学生听关键词的技能。这样，在听、说、读、写各个方面都对新语法进行了全方位地复现和操练，有利于巩固新知识。通过谈论家庭成员的职业，既可以提升学生的学习兴趣，增进同学间的相互了解，又可以引导学生对家人的关爱。
Ⅱ.Students analysis（学生分析）
通过前一阶段的学习，学生已经有了基本的英语听说读写以及口语表达能力，并且已经掌握了有关家庭成员的单词，因此，该部分对于学生而言，既是复习巩固旧知识，又是学习输入新知识。教师通过以旧代新，循序渐进的教学方法以及竞赛、合作教学管理机制，再加上游戏、表演、对话等灵活生动的授课方式，培养学生学习英语的兴趣和积极主动的学习精神。
Ⅲ. Teaching aims（教学目标）
1.Knowledge and skills（知识与技能）:
1) Enable students to learn some new words: teacher, driver, farmer, office worker, actor, cook, student and nurse, parents as well as the word combination about changing nouns and verbs to nouns.
2) Help students have a good command of some sentence patterns: ---What does she/he do and their usage in daily life.
---She/He is a/an….
2. Skills: speaking bravely, listening carefully, reading loudly, writing fast and correctly, acting freely..
3. Process & Methods（过程与方法）:
1) Help students acquire some words about occupations and learn how to communicate about family members’ jobs with others through the following steps: teacher’s presentation, students’ participation and their induction;
2) Combine exploratory learning, competing learning and cooperative learning to arouse students’ passion and creativeness.
4. Emotional attitudes & Values（情感态度与价值观）：
1) Enable students learn to love their lives and caring others through talking about family members’ jobs.
2) Arouse students’ curiosity and thirst for knowledge through games, dialogues and acting, so as to cultivate students’ interest in English and spirit of learning actively.
3) Develop students’ team spirit through letting them complete tasks together.
Ⅳ. Teaching contents（教学内容）
1). Enable students to learn some new words: teacher, driver, farmer, office worker, actor, cook, student and nurse, parents as well as the word
combination about changing nouns and verbs to nouns.
2). Help students have a good command of some sentence patterns: ---What does she/he do and their usage in daily life.
---She/He is a/an….
Ⅴ. The key points and difficult points（教学重难点）
1. Key points:
1) Words about occupations:teacher, driver, farmer, office worker, actor, cook, student and nurse, parents.
2) Sentence patterns: ---What does she/he do
---She/He is a/an….
2. Difficult points:
1). The word combination about changing nouns and verbs to nouns.
2). The usage of sentence pattern in our daily life.
Ⅵ. Teaching aids（教具）
Word cards, family photos, pictures, IPBOARD and so on.
Ⅶ. Teaching methods（教学方法）
The task-based teaching method will be mainly used.
Ⅷ. Teaching procedures（教学过程）
Stage(time period) Interactionpatterns Teaching activity Remarks
1 Lead-in(1-2 mins) Class activity Show a family photo of the teacher, and let students guess the person in the photo, then the teacher introduce her family, so as to lead in the new lesson. 教师通过向学生介绍自己的家庭成员，借学生对教师的好奇心，达到激起学生的学习兴趣和自然地过渡到新课的目的。
2 Presentation(3-4 mins) Class activity Introduce the teacher’s family members’ jobs through her body language, and let students guess the meaning of every new words about occupations. Then write them down on the blackboard and lead students read them 教师介绍自己家庭成员的职业，一边通过肢体语言向同学们展示每种职业的功能，一边板书单词，让学生充分感受和理解每一种职业的具体意义以及单词的正确拼写形式。
3 Practice(3-4 mins) Pair work Act and guess：Invite students to choose cards and let other students guess and answer:”What does he/she do ” with the sentence pattern: He/She is a/an…. At this stage, the group will win a point as long as its members act on the teaching stage and guess correctly. 通过上一步骤中教师肢体语言的启示，学生上台表演既可以尽情发挥自己的创造力来表演，巩固了所学的新单词，增添了教学的乐趣，同时，在这过程中，引入竞赛机制，活跃了课堂，并为下一步的句型导入做了铺垫。
4 Presentation(2-3 mins) Class activity Present some pictures and ask students with the sentence patterns:What does he/she do =What is he/she What do they do =What are they … And lead students answer those questions with the proper sentence patterns: He/She is a/an…，They are…. Then write them down on the blackboard. 通过上一步骤的暗示和铺垫作用，学生对新句型有了初步的感悟，这一步骤则重点呈现该句型的各种变式以及所教句型的同义句，让学生学会进一步理解和使用该句型。
5 Consolidation(6-7 mins) Group workPair work Step 1: Present more pictures and let students ask and answer by groups.Step 2: Ask and answer:Show some useful expressions, then let students ask and answer with the hits above. In order to make the activity more clearly, firstly the teacher ask a student to answer a question: What does your mother do and lead the student answer: She is a/an…, then let students ask and answer one by one in groups. The group that perform well will get one point. 该环节让学生以组为单位，用新句型问答，达到练习和巩固所学知识的目的。 该环节中，教师通过和一名学生互动让学生明白新学句型的表达功能，然后让学生以组为单位，在组内进行问和答的接龙游戏，以达到巩固和拓展知识的目的。
6 Practice(10-11mins) Class activity Step 1 Let students watch a flash to prepare for the listening exercise.Step 2: Show a form, and let students fill the blanks after listening to the tap，then read 1a by roles.Step 3: Listen to the conversation and complete the passage with the correct words 该环节加入flash视频材料, 让学生在观看视频的过程中了解新知识的运用背景，为接下来的听力练习奠定基础。 在上一环节的基础上，让学生根据表格做听力练习，然后分角色朗读，既巩固了新单词，同时又锻炼了其听的能力。 该环节通过补全短文的听力练习，学生可以进一步输入语言知识，并为下一步的自由表达奠定基础。
7 Output(4-5 mins) Individual activity Let students write down some key words about his family members’ jobs, then make a report according to the key words. 让学生写一写描述自己家庭成员的关键词，然后根据关键词作口头作文，训练学生综合运用知识的能力，同时达到检测学生对知识掌握程度的目的，让学生懂得关爱家人。
8 Finishing task(1-2 mins) Class activity Assess every group’s performance, then act and chant 对同学们这节课的表现做一个总结，鼓励落后组别，然后让全班同学一起跟着节拍做一个说唱，让学生学会热爱生活，将教学推向高潮。
9 Summery(1 min) Class activity Lead students to sum up what have been taught through the contents on the blackboard. 通过板书作总结，即加深了学生的印象，又便于学生总结规律。
Ⅸ. Blackboard design（板书设计）
What does your mother do Section AA: What does he/she do =What is he/she do a nurse a student a cookB: He/She is a teacher a driver an office worker an actor
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