仁爱版英语教学案例七上Uni3 Topic2.doc

Unit 3 Topic 2 Section AThe main activities are 1, 2a and 3a. 本课重点活动是1, 2a和3a。. Teaching aims and demands 教学目标1.(1) Learn some words about jobs:doctor, worker, driver, farmer, cook, nurse.(2) Learn some other useful words and expressions:kid, glad, seat, have a seat, mother, father, parent, office.2. (1)Talk about jobs:What does your mother do?She is a teacher.What do your parents do?They are both office workers.(2)Talk about greetings and introduction:Glad to meet you.Glad to meet you, too.Maria, this is my mom. Teaching aids 教具人称代词卡片/小黑板/单词卡/教学挂图/录音机/幻灯片/教学卡片. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:10分钟)1. (教师拿出人称代词卡片，随意抽出一张呈现给大家，让学生一个接一个用老师呈现的不同人称代词灵活地说一句话，要快速说出。)Example:T:meS1:He often helps me.T:theyS2:They are teachers.2. (教师出示小黑板，要求学生从中找出栏中的答语，其中有两项多余。) (1)Could you please tell me your name?A. No problem.(2)Does Jim speak Chinese?B. Yes, he is.(3)Is Mr. Lee your English teacher?C. Sure. Im Zhou Hong.(4)What does your pet look like?D. Yes, I do.(5)Could you please help me with my English?E. No, he doesnt.F. It has big ears.G. No, she doesnt.(核对答案。全班男女生各为一组问答。)3. (教师利用单词卡教学kid, glad和seat。)T: Good morning, class. Look at the card, kids.(板书)kid(学生跟读，同时呈现背面的汉语意思。)(复习Nice to meet you.引出Glad to meet you.)(教师设置情景，操练，运用。)T:S1, this is S2. S2, this is S1.S1:Glad to meet you.S2:Glad to meet you, too.(板书)Glad to meet you.(教师利用幻灯片呈现以下材料。)speak, teacher, please(让学生体会画线部分字母组合ea的读音，教师用词卡呈现seat，让学生自己读出来，同时，告诉学生ea在head中读/e/，在great中读/ei/。)(教师叫一个学生站起来读含ea的单词，然后老师说Please have a seat.)(板书) Please have a seat.4. (教师把手轻轻放在自己的胸前，说I am a teacher. What do you do? You can say “Im astudent.”)(板书，同时告诉学生们汉语意思。)What do you do?(做替换练习，老师指着S1问S2。)T:What does S1 do?S2: S1 is a student.T:What do I do?S2:Youre a teacher.(学生两人一组，操练What do do? 和What does do?)5. (教师利用幻灯片呈现。)mommotherdadfathermother or fatherparentmother and fatherparents(让学生猜、看、想、比较，然后教师领读，学生跟读，要求学生用father, mother和parent各说一句话。)Example: My father is a teacher. My mother is a nurse. I like my parents.6. (单词卡呈现office worker,教师领读。)T:Li Hongs father is an office worker. He is often in the office. S1, What does Li Hongs father do?S1:He is an office worker.(教师板书)An office worker(然后两人一组问答。)Step 2 Presentation 第二步 呈现(时间:10分钟)1. (教师将1的教学挂图呈现出来，向学生们介绍。)T:Look at this picture. This is Kangkangs mother. This is Kangkang. The three kids are Kangkangs classmates. They are Maria, Jane and Michael. Where are they? Listen to the tape, then answer the question.(教师放录音，听完后让学生们回答问题：Where are they?)2. (教师放1录音，学生跟读，要求在生词下面画线。教师安排分角色朗读。)3. (教师设置一个场景At Kangkangs home.)(教师扮演Kangkang的妈妈，若教师是男的，则另请一个女生扮演，其他四个则分别由其他同学扮演，在台上向大家表演。表演过后，学生们在下面五人一组表演，教师巡回作指导，然后挑两组比较出色的再向大家汇报表演。完成1。)4. (教师板书，操练What does do? 同时学习本节课所有表示职业的词。)What does do?He/She is a(an) (教师参照3a上的图，制作幻灯片。呈现第一个幻灯片，教师领读a driver，然后与一个学生操练。)T:What does he do?S1:He is a driver.(呈现第二个幻灯片，按上述方法教单词，然后老师可以让两名学生到台前作一问一答操练。)S2:What does he do?S3:He is a farmer.(教师以同样的方法教图，和的单词，但操练方式要灵活，不拘泥于只限2个学生。)5. (播放3a录音，然后让学生运用相关句型自由交谈，教师可以拓展一些词汇供学生们参考，教师把这些词汇用幻灯片呈现出来。完成3a。)brother /5brQT/ uncle /5QNkl/ aunt /B:nt/ Example:Excuse me, do you have a sister/brother?Yes, I do.What does she/he do?She/He is a What do you do?Im a student.Step 3 Consolidation 第三步 巩固(时间:7分钟)1. (教师播放2a录音，要求学生根据录音回答问题：What do Kangkangs parents do?)2. (再放2a录音，要求学生根据所听录音填空，教师将材料用幻灯片呈现出来。)Kangkang. What does your do?She is a .And your father?He is a . Michael, what do your do? They are office workers.(分角色朗读2a，然后三人一组操练。完成2a。)3. (让学生独立完成2b Work alone。)Step 4 Practice 第四步 练习(时间:8分钟)1. (做“职业竞猜”游戏。)活动目的：学会表演以及用英语提问和回答，熟悉职业名称。(1)活动过程：教师事先制作表示职业名称的卡片。每一张卡片上写着一个职业的英语名称。如：teacher, worker, doctor, cook, driver等。(教师扩展一个词work。)活动前教师作一次示范：教师随意抽取一张卡片(如teacher)，并根据卡片上写的职业做一个能代表该职业的动作(表演哑剧，装作在黑板上写字，或拿着书来回踱步等。)然后示意学生猜出该职业。学生若不能猜出，可以提问，但教师只能用Yes或No作答。例如：S: Do you work at home?T: No.S: Do you often work?T: Yes.S: Are you a doctor?T: No.S: Are you a teacher?T: Yes.学生猜出教师所示范的职业后，教师退出活动，同时让猜中的那个学生上台抽卡、表演和回答问题，下一个猜中者接着上台抽卡，以便使活动继续进行。(2)有关说明：每次提问次数和猜测次数应有所限制，在规定次数内仍未猜出，则可进行下一轮竞猜活动。本活动也可采用两组对抗形式，即一组派代表抽卡片表演，另一组是猜职业。双方轮换角色，最后猜中次数多，所猜的次数少的一组获胜。2. (教师手拿正面是人物，背面是职业的教学卡片和学生进行对话练习，操练Whatdo/does do?)T:What do you do?Ss:Were students.(教师按照卡片图依次问学生。)T:What does this man do?S1:He is a driver.T:What does she do?S2:She is a doctor.T:What does this man do?S3:He is an office worker.(学生在说这句话时，很容易说a office work这时，教师提醒并板书。)He is an office worker.3. (教师把教学卡片分给各小组，小组内每人当一次老师来提问其他同学，让每一位同学都有机会说英语，然后各组交换卡片，进行对话练习。)Step 5 Project 第五步 综合探究活动(时间:10分钟)1. (出示小黑板，要求一个学生了解另一个学生的家庭成员情况，并填一个表格。完成3b。)×××s FamilyFamily member(家庭成员)Job(职业)MotherFatherSister(然后在小组内描述×××s Family。)2. Homework:(1)学生采访自己的爸爸或妈妈，然后写一些句子，介绍爸爸(或妈妈)的情况。(鼓励学生在作业纸上画一些画，贴一张父亲(或母亲)的照片，下节上课时向学生们宣读。)(2)三人一组表演1。(3)准备一个硬纸板，剪成圆形的，直径10cm，制成一个转盘，下节课用。板书设计：What does your mother do?Section Aan office workerIm a(an)Glad to meet you.What does do?Please have a seat.He/She is a (an)What do you do?Section BThe main activities are 1a and 1b. 本课重点活动是1a和1b。. Teaching aims and demands 教学目标1. Learn some useful words and expressions:work, on, farm, on a farm, hospital, drive. 2. Talk about jobs and workplace.(1)What does the man do?Hes a farmer.(2)Where does he work?He works on a farm. Teaching aids 教具小黑板/词卡/教学挂图/幻灯片/录音机/自制的转盘. Five-finger Teaching Plan 五指教学方案 Step 1 Review 第一步 复习(时间:10分钟)1. (师生应用Glad to meet you.相互问候，全体起立。)T:Good morning/afternoon, class. Glad to meet you again.Ss:Glad to meet you, too. Miss/Mr. T:Please have a seat.Ss:Thank you.2. (学生将上次课外作业布置的任务先在小组内宣读，然后各小组推选一名向全班介绍。教师将全班学生的作业纸订成一本书，在全班互相交流、传阅、朗读。)3. (教师设置Section A 1的情景，给学生提供表演的场合。)4. (做“问答接龙”活动复习What do/does do?)(教师问第一个学生What does do?学生回答，然后这个学生接着问下一个学生，以此类推。)T:What does do?S1:He/She is a (转向另一个学生)What does/do do?S2:He/She is a /They are (转向下一个学生)What do/does do?S3:5. (教师出示小黑板，要求学生根据对话内容，填写所缺的单词，每空一词。)Excuse me, Wang Dan. Whose photo is this?Its my sisters.What does she do?She is an office worker. Do you have a sister?No, I dont. I have a brother.What does he do?He is a driver. What do your parents do?My father is a teacher and my mother is a doctor.(以上画线词为学生要填的词，然后两人一组操练对话。)6. (利用构词法教授新词work, farm, drive, teach，板书。)work workerfarm farmerdrive driverteach teacher (先让学生仔细观察每组词有什么不同，然后再观察汉语意思，得出规律性的东西。在小组内讨论，探究，达成一致意见，各小组长向全班汇报。)(老师总结：一些动词，如果在其后加er(或or)之后，就变成了名词，名词的含意是执行这个动词动作的人。教师可以利用学过的动词再补充一些进来，让学生猜测其意，例如：think(思考)thinker(思想家)；rule(统治)ruler(统治者)；speak(说，讲) speaker(演讲者)；visit(参观) visitor(来访者)等等。)(学生大声地读出教师板书的词。)7. (利用词卡教hospital。)T: Whats this? Its a hospital. My mother works in a hospital. She is a doctor.(要求一个学生回答老师的问题。)T:What does your mother do?S1:She is a doctor.T: Where does she work?S1:She works in a hospital.(利用同样的方法教farm。)Step 2 Presentation 第二步 呈现(时间:10分钟)1. (教师将1a的教学挂图挂在黑板上，谈论。)T:Look at this picture. The man is a farmer. His name is . This is a farm. He often works onthe farm.(教师要求学生看图复述，可以增加更多的内容。)2. (教师放1a录音，学生边看图边跟读，然后师生互动，先模仿，后操练。)T:What does the man do?Ss: He is a farmer.T: Where does he work.Ss: He works on a farm.(学生两人一组操练。完成1a。)3. (教师利用幻灯片教授1b。将第一幅图用幻灯片呈现出来。) T: Look at this picture. The man is Kangkangs father. Whatdoes he do, S1?S1:He is a doctor.T: Yes, he is a doctor. Where does he work, S2?S2:He works in a hospital.T: Well done. (学生两人一组对图片进行交谈。) (接着教师呈现第二幅图的幻灯片，这一次，教师不作介绍，而是让英语课代表或一个英语程度比较好的学生仿照图1介绍图2。) S1:Look at this picture. She is Kangkangs mother. S2, What does she do? S2:She is a teacher. S1:Yes, youre right. Where does she work, S3?S3:She works in a school. (接着，教师利用幻灯呈现第三幅图，要求学生在小组内模仿图1和图2的形式做。教师巡回指导。) (教师播放1b录音，学生跟读，然后在练习本上以书面形式完成这三个对话。完成1b。)Step 3 Consolidation 第三步 巩固(时间:7分钟)1. (两人一组做“问答猜谜”活动，教师示范，学生仿照教科书63页2 Pair work进行。完成2。)T:My sister works in a hospital. But she isnt a doctor. What does she do, S1?S1:I think she is a nurse.2. (教师在课外将下列图片制作成幻灯，然后将它们呈现出来，教师依次提问。)T:What does the boy/girl do?S2:He/She is a student.T:What does that man do?S3:He is an office worker.T:Where does he work?S4:He works in an office.T:What does the girl do?S5:She is a nurse.T:Where does she work?S6:She works in a hospital.T:What does the man do?S7:He is a worker.T:Where does he work?(然后鼓励学生在小组内自由交谈。)3. (教师播放3录音，口头回答下列问题。)(1)What do David and Paul do?(2)Where do they both work?(3)Is Lisa a driver? Where does she work?(4)What does Danny do in Nanjing?(5)Where does Danny work?(6)Is Danny a good teacher?(然后让学生独立书面完成3。)Step 4 Practice 第四步 练习(时间:10分钟)1. (教师利用幻灯片呈现下列内容，要求学生填写所缺的句子，补全对话。)Excuse me, could you please tell me your name?Sure, my name is Da Long. And you?My name is Li Gang. Glad to meet you, Da Long.Glad to meet you, too.What do you do?Im a student.What does your father do?My father is a worker.Where does he work?He works in Beijing.(画线句子为学生要填写的句子。)2. (做活动，复习职业类词汇和相关句型。)(1)让学生说一说自己的家庭成员以及他们的职业。 Example:T: My father is 43 years old. He is a teacher. He teaches at No. 1 Middle School. He is avery good teacher. My mother is (2)板书：Jobs Actionsfarmer workes in the hospitaldriverteaches at schoolcookworks on the farmnursedrives a busdoctorworks in an officean office workerstudies Englishstudentworks in the kitchenteacherlooks after patients(提醒学生注意cook这一词。cooker的意思是“炊具”。)(3)请学生们抄在本子上。(4)让学生连线，如：“doctor”和“works in the hospital”连在一起。(5)请一位学生到黑板上连一连，然后师生一起核对答案。(6)请一位学生用动作表演出学过的职业，如手拿听诊器，假装给病人检查，教师问What does he/she do?其他学生看并回答：He/She is a doctor.(7)(教师领着学生有节奏地读，并以幻灯片形式呈现。)Work, work, work, workPeople work every dayFathers workMothers workTeachers workNurses workCooks workFarmers workWork at homeWork at schoolWork everywhereWork, work, work, workStep 5 Project 第五步 综合探究活动(时间:8分钟)1. (老师可以先将自制的写有worker, farmer, student等表示职业的转盘演示给学生看，转动转盘，当停住时，问一位同学，让他/她回答。然后让学生拿出上次课外布置的自制转盘，一个学生问，另一个学生回答。完成5。)Example:S1:What do you do?S2:Im a S1:Where do you work?S2:I work 2. (做调查。完成4。每个学生至少要问三个学生，然后完成表格。先在小组内汇报，然后每个小组挑选一个代表向全班汇报。)3. Homework:(1)将所学过的表示职业类的名词制成卡片，然后两人一组操练What do/does do?和Where do/does work?(2)写一篇介绍家庭成员职业的文章，字数在40个左右。(3)让有全家福照片的同学下节课带上。(以备下一节课使用)板书设计：What does your mother do?Section BworkworkerWhat do/doesdo?farmfarmerHe/She is a(an)/They aredrivedriverWhere does he/she work?teachteacherHe/She worksSection CThe main activities are 1a and 2. 本课重点活动是1a和2。. Teaching aims and demands 教学目标1. (1)Learn some words about family members and relatives:aunt, daughter, uncle, brother, grandparent, son.(2)Learn some other words and expressions:of, family, woman, sofa, happy, tree, family tree.2. Learn the following sentences:(1)This is a photo of my family.(2)Whos the young woman in yellow?(3)Who are those on the sofa?(4)We have a big family. Teaching aids 教具图片/挂图/录音机/照片/小黑板. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步 复习(时间:10分钟)1. (师生互致问候，开始上课。)T:Good morning, class!Ss:Good morning, Mr./Miss T:Glad to meet you.Ss:Glad to meet you, too.T:How are you?Ss:Im fine, thank you.T:Sit down, please.Ss:Thank you.2. (老师拿出有各种职业的人物图片，复习有关职业及工作场所的句型。)(老师出示一个医生的图片。)T:What does he do?S1:He is a doctor.T:Where does he work?S1:He works in a hospital.(老师出示一个女教师的图片。)T:What does she do?S2:She is a teacher.T:Where does she work?S2:She works in a school.(老师出示一个办公室职员的图片。)T:What does the man do?S3:He is an office worker.T:Where does he work?S3:He works in an office.(以同样的方法，询问其他具有职业特征的人物。)3. (老师拿出各种表示工作场所的图片，继续复习有关职业的句型。)(出示一所学校的图片) T:Mr. Wang works here. What does he do?S4:He is a teacher. T:Good, sit down, please.(出示一个医院的图片)T:Miss Liu works here. What does she do?S5:She is a doctor/nurse. T:Well done. (出示一幅农场的图片) T:My parents work here. What do they do?S6:They are farmers. T:Youre clever.4. (老师随机抽查几个学生，询问他/她家人的工作情况。) T:S7, do you have a brother/sister?S7:Yes, I do. T:What does he/she do?S7:He/She is a (an) T:Where does he/she work?S7:He/She works T:Thank you. Sit down, please.(按此方法，询问其他的学生。)5. (让学生以pair work的形式先操练以上句型，然后挑选几组表演。)Step 2 Presentation 第二步 呈现(时间:15分钟)1. (老师拿出一张四口之家的图片：一对夫妻和一双儿女，陈述人物关系引出新词汇。)T: This is Michaels family.(板书)family T: (用手指图片上的男孩) The boy is Michael.(然后用手指图片上的女孩) The little girl is his sister, Jane. Michael is Janes brother.(板书)brother(让学生猜其意。)T: The man in black is Mr. Brown. He is Michael and Janes father. The woman in red is their mother.(板书)woman(让学生猜其意。)T: So Jane is the womans daughter.(板书)daughter T: Michael likes them. They like him, too. He has a happy family.(板书)happy (教学板书的词汇。)2. (猜人物关系，学生听老师的描述，在老师的帮助下学习更多新词汇。)T:Your fathers brother is your ?Ss:(学生保持沉默，老师及时帮助，说出答案并板书，然后解释板书内容。)uncle T:Your mothers brother is your ?Ss:Uncle.T:S1, do you have a uncle?S1:Yes, I do./No, I dont.T:Your fathers sister is your ?Ss:(学生保持沉默，老师及时帮助，说出答案并板书。)aunt T:Your mothers sister is your ?Ss:Aunt.T:Your parents parents are your ?Ss: (学生保持沉默，老师及时帮助，说出答案并板书。)grandparent(教学新词汇)3. (老师拿着学生带来的照片，进行如下对话，巩固新词汇。)T:Whose photo is this?S2:Its mine.T:Oh, its very nice. (指着照片) Who is the man in ?S2:Thats my father/uncle/brother.T:What does he do?S2:He is a (an) T:Where does he work?S2:He works T:Is the woman your mother/aunt/sister?S2:Yes, she is./No, she isnt.T:What does she do?S2:She is a (an)4. (挑选几个学生，展示自己的全家福，并作简单介绍。)S3:This is my . He/She is a(an) .He/She works .5. (老师展示教学挂图，通过问答形式，巩固新单词，理清1a中的人物关系。)T: This is a photo of Kangkangs family.(教学并板书)This is a photo of (让带有全家福的学生，一边展示全家福，一边说：This is a photo of my family.)(师生问答，允许有不符合原文的回答，为后面的听力埋下伏笔。)T:Whos the young woman in yellow?S4:She is Kangkangs (若学生回答有误，暂不指出，老师板书S4之答案。)T:Whos the young man in green?S5:He is Kangkangs (若学生回答有误，暂不指出，老师板书S5之答案。)T:Whos the young woman in red?S6:She is Kangkangs (同样允许有误，老师板书S6之答案。)T:Whos the man in black?S7:He is Kangkangs (同上，老师板书S7之答案。)T:(手指沙发) Who are they on the sofa?(板书)on the sofaS8:They are Kangkangs (可以有误老师板书S8之答案。)T:Who is the little girl?S9:She is Kangkangs (可以有误老师板书S9之答案。)6. (听录音，并判断S4- S9是否回答正确。老师和学生一起核对答案。)7. (再