人教版七年级下册Unit4 Section A 教学设计I want to be an actor..docx

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1、人教版七年级下册Unit4 Section A教学设计 I want to be an actor.人教版七班级下册Unit4 Section A教学设计 郝海燕一、教学课题I want to be an actor.课型：新授二、设计思想：本单元的话题是谈论职业。要求通过学习有关职业和抱负的句型 来运用由what/where引导的特别疑问句以及want, work的一般 现在时态的用法。由于同学已经学过一些和职业有关的名词，因 此，我设计了通过列出有关职业的单词而引出新的词汇的方式。 这样同学很自然得就将思路集中在了职业这一主题上。对于教材 的使用我设计将3a部分提前作为练习句型的材料。然后

2、再学习 2a,2b两部分，通过小组合作练习的方式对所学的新句型进行理 解应用。一方面使全部同学都有机会进行说的练习，另一方面也 使同学在问答的过程中能准时订正错误，尤其是助动词do/does 的正确运用，有利于全体同学力量的提高。最终，在听、说、读 的基础上运用写作训练来进一步巩固所把握的新学问，提高同学 写作水平。三、教学目标：1、把握一些和职业有关的名词、句型2、学习构词法：动词后加-er/or构成名词3、通过问答练习有关职业和抱负的句型4、能运用简洁语言介绍自己和他人的职业和抱负5、培育同学合作、探究的学习方式，关心同学树立远大抱负 四、教学重点：1、把握动词变名词的构词法规章；2、把握

3、问答职业和表述抱负的句型；五、教学难点：正确运用一般现在时态询问职业和表述抱负的句型六、教学预备：要求同学课前搜集有关职业的名词 七、教学程序：Step 1Brainstorm with students a list of jobs that friends or relatives do. Write the word jobs on the board and list all the jobs students mention. Point to the jobs one by one and ask students to say what ever they can about t

4、hese jobs. Accept single word answers or simple sentences such as, Itr s fun. Its a good job. Step 2 key vocabulary (la) Focus attention on the art. Ask students to tell what they see in each scene. Ask students to name as many of the jobs shown as they can. Then point to a scene, name the job, and

5、ask students to repeat. Point to the numbered list of words. Say each one and ask students to repeat. Then ask students to match each word wllfa one of the scenes. Say, Write the letter of each scene next to one of the ivords. Point to the sample answer. Step 3 lbThis activity gives students practic

6、e in understanding the target language in spoken conversation. Point to the different people shown in the picture. Ask various students to tell what they do as you point to each one,Say, Now you will hear three conversations. The conversations are about three of the people in this picture. Play the

7、recording the first time. Students only listen. Play the recording a second time. This time ask students to write a number 1 next to the person being talked about in conversation 1. Have students put a 2 and 3 next to the people being talked about in conversations 2 and 3. Correct the answers.Step 4

8、 1cThis activity provides guided oral practice using the target language-Ask a student to read the example conversation with you. Hold up the book and point to the doctor in the picture. Say, Now work with your partner. Make your own conversations about the picture. You can use sentences like the on

9、es in activity lb. Say a dialogue with a student. Point to a picture of one of the people. Guide the student to answer using one of the words in activity la. As students work in pairs, move around the room monitoring their work. Oner language or pronunciation support as needed.Step 5 2aThis activity

10、 gives students practice in understanding the target language in spoken conversation. Ask students to look at the three pictures. Ask different students to tell you what they sec in each picture. What are the people doing? What jobs do they have?Play the recording the first time. Students only liste

11、n. Say, You will hear conversations about the people in these pictures. Play the recording a second time. Say, Write the number of each conversation below the picture of the person being talked about. Correct the answers. Step 6 2bThis activity gives students practice in understanding the target lan

12、guage in spoken conversation. Point to the three headings in the chart and read the headings to the class. Ask students, What does wants to be mean? (It is not theJob the person lias now. It is the job the person wants in the future.)Play the recording the first time. Students only listen.Say, You w

13、iU hear about the people in these pictures. You will hear the job they haw now and the job they want in the future. Play the recording a second time. This time ask students to fill in the blanks with the jobs the people have now and the ones they want in the future. Point out the sampleStep 7 2cThis

14、 activity provides guided oral practice using the target language. Point out the pictures in activity 2a. Ask who each person is. (They are Susan1s brother. Annas mother, and Tony1 s father. ) Say, Now work with your partner. Ask and answer questions about the pictures. Ask, What does he or she do?

15、Then ask, What does he or she want to be?Say a dialogue with a student. Point to Anna1 s mother and then to the example in the speech balloons. Practice the dialogue with a student. As students work In pairs, move around the room monitoring their work. Offer language support as needed.Step 8 3aThis

16、activity introduces the names for the places where people work, and gives reading practice using the target language. Call attention to the pictures. Ask students to read the name for each place. As they name each place, write the word on the board and-ask the class to repeat it. Point out the list

17、of jobs with the numbers next to each. Then call attention to the people in the pictures and the speech bubbles. Point out the sample answer and have a student read out the speech bubble. Ask students to work alone. Say, Write the number of each job in the square next to each workplace. Check the an

18、swers.Step 9 3bThis activity provides guided oral practice using the target language. Point out the pictures in activity 3a. Ask students to name the workplace shown In each picture. Then point out the conversation in the speech bubbles. Ask two students to read It to the class. Say, Wow work with a

19、 partner. First practice the conversation in the picture. Then make new conversations. Use jobs and places from activity 3a. Say a dialogue with a student. Point to the word waiter in activity 3a and then to the picture of the restaurant. Ask a student. Where does he work? Guide the student to answe

20、r using the correct place： He works in a restaurant. Then ask. What does he do? and guide the student to answer, He1 s a waiter. As students work in pairs, move around the room monitoring their work. Offer language support as needed. Step 10 4This activity provides listening and speaking practice us

21、ing the target language. Call attention to the pictures in the book showing how to play the game. Say, You will draw a picture of someone working. Other students will ask questions about the kind of job you are drawing. After two questions someone can try to guess the job.Demonstrate by drawing a pi

22、cture on the board of a stick figure reporter. Add details (microphone, notebook,etc.) until students guess what job it is. Ask a student to go to the board. Say, Draw a picture of a person working. If necessary, help the student add details that show the job the person is doing. He or she can add a

23、 bank interior to show that the person is a bank clerk. A student could also use an eye chart on the wall to show that the place is a doctor1 s office and the person is a doctor. Ask two different students to ask questions about the Job, and then ask a third student to guess what job it is. Play the

24、 game using drawings by several different students. Alternative： If you do not want students to move from their seats, then you can ask them to do this activity sitting down in groups of four. They will need pieces of paper on which to draw their pictures. They will also need pencils.Step 11 Summary and Homework