北师大版初中英语七年级下册 Unit 1 Daily Life Lesson 2 A Dangerous Job 教学设计（表格式）

教学内容 （北师大课标版英语七年级下Unit1 lesson2）
A Dangerous Job
Warm-up
1 What do you think a firefighter’s job is like
( e.g. Is it interesting )
I think it’s dangerous.
...
Reading
2 读文章，并把四个数字填写在横线上。 然后听录音检查对错。
The Life of a Firefighter
Jim Robert is a firefighter in the US. He tells us about his life.
I live in a room with seven other firefighters. Every day we
get up at 5:20 and then we tidy our room. It is
boring, but we have to do it. At 6:00, training starts with
team exercise. There are a)_____ firefighters
in our team.
One hour later, we have our breakfast. We have to eat very fast
because we do not have much time. Then we run at 8:30
in the morning. We always run b）____ km. It’s not easy at all.
We have lunch at 12:00. After lunch, we can get some rest. At 14:00, the team goes for skills training.
We practise c)________ skills: driving, firefighting and communicating. Every day, after dinner,
we have some free time. The team usually goes to bed at 22:00.
Well, this is our life when things are fine. If there is a fire or someone calls d)_________, we have to stop everything and get out fast. We must try our best to keep everyone safe. Things can be dangerous and difficult , but I think I have an important and interesting job!
一、基本信息
教师姓名 张彦 学校 宁夏永宁县回民高级中学
教材版本 北师大课标版 年级 七年级下
单元/模块 Unit 1- Lesson 2 标题 A Dangerous Job
二、 教学目标 At the end of this lesson, students will be able to 1. Read fluently about the reading material and retell the passage with the assistance of some key words. 2.Understand the key words and the language structures in the context (firefighter, dangerous, difficult, important, safe, boring, have to, communicating, team exercise, tidy their room, try one’s best, not…at all, get some rest, skills training) 3. Get to know the life of a firefighter and have a sense of responsibility.
三、 学生情况分析 Students have already learned about the simple present tense in the last period. They can describe their daily life and talk about their classmates’ daily life. They can use some adjectives to describe things. They are already familiar with some basic knowledge to deal with a simple emergency in life. They can be interested in learning the daily life of a firefighter.
四、教学重难点及解决措施 Focus： Read the passage fluently and get to know the new structures and words. Difficulties: Retell the passage with the assistance of some key words. Strategies: Read between lines to understand the language. Role-play the firefighters’ life.
五、教学设计
教学环节 内容与目标 教与学的活动 时间 设计意图
读前 1 Lead-in Some ways to deal with certain simple emergencies in life. A extreme circumstance make students think of the job of firefighters. Teacher show the students some situations by using pictures. Students think and get to find the reasonable answers. 3’ Help students to realize the firefighters are there to face some very extreme situations not just some little problems in life. Then lead in the key word, DANGEROUS.
2 Students will brainstorm something that has to do with firefighters. Teacher offer some sentence structures to help them say about the features of firefighters. Students try to think up as much as possible. 2’ This helps the students to predict the life of a firefighter, then help to build further knowledge about firefighting and firefighters when they read the context.
3 Watch a short video about the exercise of firefighters. A video helps the students get to know a part of a firefighter’s life. 1’ Make the students excited about the reading material and make sure there is the NEED to read the material.
读中 1 Students read the passage and try to complete the blanks with the numbers by predicting. Then listen to the audio and check about their answers. Students are supposed to read the passage silently and complete the blanks. It is OK, if they make some mistakes. The teacher is supposed to be standing still and not to disturb the students’ reading and listening process. 4’ Give students time and space to read, listen and think all by themselves. Then they can be attentive when they are in the process of further discussion and explaining .
2 Read and match the time line with the activities of Jim Robert. Students finish the blanks by scanning about the specific information. The teacher just set the time of the reading process. 3’ Students are supposed to get the key information by searching for the time points, thus to foster their ability of scanning.
3 Detailed reading to find out the answers to some questions concerning about the focal language points. Teacher lead the students to familiarize the questions first, then have them locate the specific information by reading thoroughly. Then ask some students to answer the questions by choosing the firefighting things. 6’ By locating the specific information in the context, students will have a chance to get to understand the language points with the assistance of pictures or the teacher’s explanation.
读后 1 Group-work about the different roles of a reporter and other three firefighters. The teacher show them the different roles that they are supposed to play, and then the students work in groups to talk about the life of firefighters in this passage. 8’ By role-playing the context, the students will get a better understanding of the life of firefighters. Meanwhile, their oral ability can be improved by practicing.
2 Retell the passage with the assistance of some key word from the passage. The teacher lead the students to retell a simple version of the retelling, and then offer some more key words for them to retell more about the passage. The students have enough time to prepare the retelling. 8’ This retelling section is targeted at improving their understanding of the passage, and this is also a good way to test if they have specific difficulties in the process of learning. Then the teacher can discover the problems they have and try to offer help.
3 Watch a short video about the firefighters in China and express their feelings. Students watch a video about the firefighters in China and the teacher lead the students to think about what they are supposed to do in daily life. 4’ This help students think about this great job and show their respect to our heroes in peace times.
课后作业 Students are supposed to write down Jim Robert’s life in the third person.