教学设计和课件初稿.docx

1、教学设计聚焦教学重难点的信息化教学设计课题名称：Unit 3 Topic 2 Section B What does your mother do ?姓名：户 晓 彦工作单位：方城县第一初级中学学科年级：七年级教材版本：仁爱版一、教学内容分析（简要说明课题来源、学习内容、这节课的价值以及学习内容的重要性）课件来自仁爱资源网，该部分是本册书第三单元的第二个话题，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。Sections A B 介绍了表示职业和工作场所的交际语型“What does she/he do?”和 “Where does she /work?”, Section

2、D 部分是对前面三部分的总结和复习。各个部分之间具有话题相关性，逻辑严密。Project 的活动是对所学内容进行的积极应用。教师在课堂上通过一系列的课堂活动和任务培养学生的听说读写等语言技能，提升学生的英语学习兴趣。二、教学目标（从知识与技能、过程与方法、情感态度与价值观三个维度对该课题预计要达到的教学目标做出一个整体描述）； 1.能正确运用构 词法：动词变相应的名词，如：teach-teacher, work-worker, fare-farmer, drive-driver, act-actor; 2.能正确运用实义动词一般现在时的特殊疑问句： 语言知识 （1）-What does you

3、r father do? -He is a cook. (2) Where does she work? -She works in a hospital. 听：能听懂有关询问职业;家庭成员；等基本情况的简单对话或叙述。 说：能在口头表达中做到发音清晰，语音语调准确。 语言技能 读：能正确的朗读对话，注意语音语调。 写：能写出询问对方的职业，工作场所的简单语句。 学习策略：能够清除大声地进行朗读，认真听录音和老师的发音，大胆开口 ，反复模仿。 情感态度：通过谈论家庭成员及工作情况，使学生学会热爱生活和关心他人。 文化意识：了解中西方家庭成员的表达方式。 三、学习者特征分析（说明学习者在知识与技

4、能、过程与方法、情感态度等三个方面的学习准备（学习起点），以及学生的学习风格。最好说明教师是以何种方式进行学习者特征分析，比如说是通过平时的观察、了解；或是通过预测题目的编制使用等）学情分析：男生65名，女生28名，学习英语方面，女生偏好，男生稍差四、教学策略选择与设计（说明本课题设计的基本理念、主要采用的教学与活动策略） 1a 通过对话方式，呈现工作场所的新句型。 1b通过小组练习对话 1c 通过听录音，训练学生听力获取信息的能力。 2 通过学习构词法，帮助学生学习降低词汇学习的难度。 3听力训练 4通过小组调查，培养学生语言运用能力。五、教学重点及难点（说明本课题的重难点）1. Key p

5、oints:（1）Words and expressions: show, work, hospital, restaurant, on, farm （2）Sentences:-Where does she work? -She works in a hospital 2. Difficult points： 询问工作场所的基本表达法。六、教学过程（这一部分是该教学设计方案的关键所在，在这一部分，要说明教学的环节及所需的资源支持、具体的活动及其设计意图以及那些需要特别说明的教师引导语）Stage 1（5mins)： RevisionStepTeacher activityStudent act

6、ivityDesigning purpose 1.(Class activity)Greet and warm up.T: Good morning! T:Greet and warm up.Ss: Good morning! Ss:2.(Class activity)Play “Bingo” game with the students. T: Class, Please say the jobs that you know as many as possible. T: Lets play a game named “Bingo”. I will read the words about

7、jobs. Please write down the words. If they are in a line, please say “Bingo”. Think over the words about jobs and play “Bingo” game. S1: teacher, nurse S2; cook, office worker S3: Ss:头脑风暴，学生说出所有表达职业的单词。玩Bingo 游戏，听写这些单词。3. (Pair work) Ask the students to act out the jobs and guess. T: Now one student

8、 acts out a kind of job. The other two students ask and answer like these: What does she/he do? She /He is a Review the sentences about jobs.Pair1: What does she do? She is a teacher. Pair 2: What does he do? He is a driver. 复习表达职业的句型。一个学生表演相关职业，另两个学生问答：What does she/he do? She /he is Remark：本部分的复习主

9、要是为本节课的学习做好铺垫。Stage 2（10 mins)： Pre- listening StepTeacher activity Student activity Designing purpose:1. ( Individual work)Present some pictures about jobs and workplaces. Teach the new words: hospital, restaurant, farmT: Class, please look at the pictures. Can you match the jobs and workplaces? T:

10、 Very good. Why do you match “teacher” and “school”? Because a teacher works in a school. Do you know the word “work”? T: Yes, Can you describe the pictures like this. Match the pictures and learn the new words. Ss:Ss: “工作”S1: A cook works in a restaurant. S2: A farmer works on a farm. 学习表工作地点的新单词，让

11、学生完成图片的匹配并造句。2. ( Group work )Point at the pictures and ask and answer with the students. T: What does he do? T: Where does he work? T: Can you practice the sentences like this with your partner? T: Are you ready? Who can act out the conversation with your partner?T: Great job!Practice the sentences

12、. S1: He is a teacher. S2: He works in a school. Ss:Pair 1:-What does she do?-She is a nurse. -Where does she work? -She works in a hospital. Pair 2: 复习询问职业的句型同时学习询问工作地点的表达。Remark：教师可以充分利用图片和提供的语境让学生感知新的词汇与句型，并理解其意义。Stage 3（10 mins)： While- listening StepTeacher activity Student activity Designing p

13、urpose:1.(Individual work)Present the picture in 1a. T: Look at the picture. Can you guess what they are talking?Guess what they are talking about. S1: I think they are talking about jobs. S2: I think they are talking about their family. S3: 看图片预测对话主要内容。2. ( Class activity) Play the tape recorder of

14、 1a and finish 1b. T: Boys and girls, please dont look at the book and listen to the conversation. Then match the pictures with Marias parents jobs and workplaces. T: Please talk about your answers in groups and tell me. T: Which group would like to show your answers?T: I think you are right. Listen

15、 to 1a and finish 1b. Ss:OK.Ss:S1:Her mother is a nurse. She works in a hospital. S2: Her father is a cook. He works in a restaurant.S3: 播放1a录音，学生不看原文，完成1b，并与同伴讨论核对答案。3. (Group work)Play the tape again. T: I will play the conversation again, please listen to it carefully and repeat after the tape. T

16、: Now please answer the questions. What does Marias mother do? Where does she work? What does her father do? Where does he work?T: Lets read the conversation following the tape. Pay attention to the stress and liaison. Listen to the tape and repeat it. Ss:S1: She is a nurse. S2: She works in a hospi

17、tal. S3: He is a cook. S4: He works in a restaurant. Ss:再听并跟读句子，回答老师的问题并体会句意。 Remark：听之前，引导学生看图和表格，对所听内容进行猜测。听录音，并完成相应任务，进一步理解对话内容，然后跟读对话，模仿其语音语调。 Stage 4（10mins)： Post- listeningStepTeacher activity Student activity Designing purpose:1.(Group work)Ask the students to read the conversation in roles.

18、 T: Please read the conversation in roles. The boys play “Kangkang”, the girls are “Maria”. T: Please read the conversation with your partner. Read the conversation in role aloud. Ss:Ss:分角色阅读。2.(Group work)Present the pictures in 1c. T: Please look at the pictures and make up new conversations in gr

19、oups with the information in them. T: Who can act out your conversations?Make up new conversations and finish 1c. Ss:Group 1:-What does she do? -She is a teacher. -Where does she work? -She works in a school. Group 2: 复习巩固询问职业和工作地点的对话。3.(Group work ) Divide all the students into three groups. T: Let

20、s make some cards. The first group makes “name”. The second makes “job”. The third group makes “workplace”. Are you clear?T: Please two students choose one card from three groups. And make up new conversations. If the cards about jobs and workplaces you choose can match, your conversation is right.

21、You will the winner. Do you understand?T: OK. Lets begin. Play the game.Ss:Yes.Ss: Yes.Ss:以游戏的方式复习巩固本课所学知识。Remark：最后的游戏教学可能有职业与工作地点不匹配的情况，教师要注意现场的指导及学生发散性思维的培养。注意调动学生学习兴趣。Stage 5 ( 5mins) Teaching English sounds.Step Teacher activityStudent activityDesigning purpose(Class activity) Present the words

22、 in Section A 3a. T: Please try to read the words by yourselves.T: Can you find out the words like these as many as possible? T: OK. Lets read the words aloud together. T: Good. Please work in pairs and read the words in 3b. T: Lets listen to the tape and finish 3b. Read the words and sum up their s

23、ounds. Ss:S1: tearS2: hearSs:Ss:引导学生通过归纳总结字母组合的发音规律学习音标。并引导学生进行单词拼读，掌握基本发音规则。Remarks: 音标的学习需要由单词带出，以降低难度，同时注意语音学习的复现。Stage 6（5mins)： Summarizing and assigning homeworkStepTeacher activity Student activity Designing purpose:1.（Class activity)Encourage the Ss to summarize the key points T:Class will b

24、e over soon. We should summarize the key points now. Lets begin!T: Sounds great! I hope you will remember them. Summarize the key points.S1：-Where does she work?-She works in a hospital.S2: 归纳总结本课的知识点。2. (Class activity)Assign HMK.T: For todays HMK, Id like you to make a conversation like 1a. 适当的家庭作

25、业有助于巩固课堂所学的知识。Remark：强调在做家庭作业时，尽可能多的练习使用本课的交际用语。七、教学评价设计（创建量规，向学生展示他们将被如何评价（来自教师和小组其他成员的评价）。也可以创建一个自我评价表，这样学生可以用它对自己的学习进行评价）八、板书设计（本节课的主板书）如板书中含有特殊符号、图片等内容，为方便展示，可将板书以附件或图片形式上传。Section B Words and expressions: show, work, hospital, restaurant, farm, on Sentences: -Where does she work? -She works in a hospital