教学设计

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【教学设计及反思】

教学设计及反思



课题名称：Unit 3 Getting Together Topic 2 What does your mother do?



姓名：

吴某某

工作单位：

***



学科年级：

七年级英语

教材版本：

仁爱版



一、教学内容分析



本课是第二个话题的第一课，通过Kangkang等几个小朋友的对话，学习有关不同职业的词汇和打招呼、询问职业等信息的表达方式，以及实义动词第三人称单数的特殊疑问句及其回答。另外，在语音板块还将学习和总结字母组合ow, oy, ear, ure, tr, dr等的音标及发音规律，同时结合发音规律尝试拼读新单某某。



二、教学目标



1. Knowledge aims

能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：home, kid, glad, mother, father, doctor, parent, office, worker, driver, farmer, cook, nurse;

通过拼读已学单某某学习和总结字母组合ow, oy, ear, ure, tr, dr等的音标及发音规律：/Y/，/ /，/?/，/y/，/tr/，/dr/，结合发音规律尝试拼读新单某某；

能正确运用实义动词一般现在时的特殊疑问句及其回答；

能运用本课所学的打招呼、询问职业等交际功能的基本表达进行交流，如：

—Glad to meet you! —Glad to meet you, too.

—What does your mother do? —She is a teacher.

2. Skill aims

能听懂有关询问职业的简单对话或叙述并完成相应的任务；能根据图文就询问职业的话题进行交流；能正确朗读对话，注意语音语调；能根据字母组合和音标初步地进行单某某拼读；能写出询问和回答对方职业的简单句。

Emotional aims

在学习过程中，通过谈论家庭成员及工作情况，学会热爱生活和关心他人。



三、学习者特征分析



本班是七年级六班的学生，有一定的英语学习能力。学生们都有较强的求知欲，一部分学生学习过程的参与度高，能积极发言。

值得肯定之处：

1. 本节课通过小组的学生代表向全班介绍各自父母的职业，训练学生的听说能力 ??

2.调动了学生学习积极性。

3.通过布置作业，如写一篇作文介绍父母的职业，让学生温故而知新。

不足之处：

?也可汲取传统教学中的练、写、听、读来提高学生应试教育中的要求。 ??



四、教学过程



教师活动

预设学生活动

设计意图



Greet students ready for learning.

2.Help the students to express correctly. Revise the expressions and functions of self-introduction and express likes and dislikes.

1.Focus their attention on the teacher.

2.Do duty report. Students make self-introduction.

e.g. My name is..., I am from..., I like..., It is nice to meet you... I can speak a little ...

Then the other students ask and answer questions in pairs according to the students’ duty report.

e.g. What’s his/her name?

Where is he/she from?

Does he/she like ...?

Does he/she speak English?

Catch the students attention and arouse students interest.



Ask the students some questions to lead to the topic-occupations. Show them some pictures and present the new words about occupations.

2.Play the tape. Present the functional sentences in the conversation: Glad to meet you! What does your mother do? Check the answers in 1b.

1.Answer the teacher’s questions about occupations. Learn some new words about occupations (home, kid, glad, mother, father, doctor, parent, office, worker, driver, farmer, cook, nurse).

e.g.T: What do I do?

S: You are a teacher.

T: What do you do?

S: I am a student.

(Look at the pictures of occupations which are shown by the teacher and learn some new words.)

e.g.T: What does he/she do?

S: He/She is a/an...

2.Do 1a. Look at the pictures in 1a. Guess what the students may talk about in the conversation. Then listen to the tape and check.

3.Do 1b. Complete the table in 1b while listening. Check with your partner and then the whole class check the answers together

Help students to learn knowledge fast ,and the students’ ability of listening,speaking

and writing will be improved.



Show some picture cards about occupations. Organize a group competition to help the students consolidate the new words about occupations.

1.Do 1c. Make up conversations with the structures and words in pairs. Then report to the class.

2.Look at the pictures about occupations which are shown by the teacher. Say the words as quickly as you can. The group which can say the word correctly and the most quickly can get 10 points. The group which get the most points is the winner.



The knowledge which they have just learned will be consolidated.



五、教学策略选择



录音机、教学挂图、多媒体和黑板。



六、教学评价设计



我认为可以从教师素质、教学目标、教学设计、课堂管理、课堂过程、学生活动、课堂气氛以及教学效果等方面来评价。 （1）教态亲切大方，有感染力。（2）熟练、恰当地使用英语组织教学，进行授课；（3）注重综合语言运用能力的培养；（4）根据本班学生实际情况，设计各项教学活动；（5）激发学生兴趣，引导学生积极主动参与各项活动；（6）学生参与活动的广度和深度。（7）目标的达成度；



七、教学课件





Step

Interaction pattern

Student activity

Teacher activity



Introduction

(5 minutes)

1.The whole class work.

2.Individual work and pair work.

1.Focus their attention on the teacher.

2.Do duty report. Students make self-introduction.

e.g.

My name is..., I am from..., I like..., It is nice to meet you... I can speak a little ...

Then the other students ask and answer questions in pairs according to the students’ duty report.

e.g.

What’s his/her name?

Where is he/she from?

Does he/she like ...?

Does he/she speak English?

1.Greet students ready for learning.

2.Help the students to express correctly. Revise the expressions and functions of self-introduction and express likes and dislikes.



Presentation

(10 minutes)

1.The whole class work.

2.Individual work.

3.Individual work, pair work and the whole class work

1.Answer the teacher’s questions about occupations. Learn some new words about occupations (home, kid, glad, mother, father, doctor, parent, office, worker, driver, farmer, cook, nurse).

e.g.

T: What do I do?

S: You are a teacher.

T: What do you do?

S: I am a student.

(Look at the pictures of occupations which are shown by the teacher and learn some new words.)

e.g.

T: What does he/she do?

S: He/She is a/an...

2.Do 1a. Look at the pictures in 1a. Guess what the students may talk about in the conversation. Then listen to the tape and check.

3.Do 1b. Complete the table in 1b while listening. Check with your partner and then the whole class check the answers together.

1.Ask the students some questions to lead to the topic-occupations. Show them some pictures and present the new words about occupations.

2.Play the tape. Present the functional sentences in the conversation: Glad to meet you! What does your mother do? Check the answers in 1b.

3.Play the tape again. Walk around and offer help if necessary.



Consolidation

(5 minutes)

1.Individual work.

1.Listen to 1a again and fill in the blanks:

Maria: Kangkang, what does your ______ do?

Kangkang: She is a ______.

Jane: And your ______?

Kangkang: He is a doctor. Michael, what do your _______ do?

Michael: They are office _______.

1.Make the students consolidate the words of family members and occupations while listening and filling in the blanks.



Practice

(15 minutes)

1.Pair work.

2.Group work.

3.Individual work and the whole class work.

4.Group work.

5.Pair work.

1.Do 1c. Make up conversations with the structures and words in pairs. Then report to the class.

2.Look at the pictures about occupations which are shown by the teacher. Say the words as quickly as you can. The group which can say the word correctly and the most quickly can get 10 points. The group which get the most points is the winner.

3.Do 2. Look at the passage and pay attention to the key words (words about occupations) before listening. Then listen to the tape. Write down the answers individually. Then the whole class check the answers together.

4.Do 3a. Sit in seven groups. Each group reads the words in 3a. Discuss in groups and try to find out the rules of sounds. After that, one student from each group reads the words and the sounds to the class. After checking by the teacher, the student teaches the whole class to pronounce the words and the sounds.

5.Do 3b. Work in pairs and read the words in 3b. Then listen, check and repeat. Try to make tongue twisters.

e.g. How did Mr. Brown get down?

A boy with a toy is Joy.

1.Make sure the students pronounce the new words correctly.

2.Show some picture cards about occupations. Organize a group competition to help the students consolidate the new words about occupations.

3.Remind the students to pay more attention to the key words while listening. Play the tape. Help them check the answers.

4.Let the students read the words and find out the rules of sounds by themselves. Help them check the words and sounds when they report to the class.

5.Play the tape. Help the students check the words.



Production

(10 minutes)

1.The whole class work.

1.Say the words about occupations and expressions about greeting and asking somebody’s occupation which you learned today.

e.g.

A:What does your mother do?

B: She is a nurse.

A: And your father?

B: He is a cook.

What do your

parents 内容过长，仅展示头部和尾部部分文字预览，全文请查看图片预览。 /tr/

parent /dr/

office

worker

driver

farmer

cook

nurse



九、教学反思



在这节课中，大部分关于职业的词汇都是生词，因此学生可能在发音上还不是很熟练，因此教师应适时予以帮助和纠正，同时结合对话、问答等活动帮助学生巩固和再现这些生词；同时，教师应引导学生在音标教学中结合已学单某某自行总结发音规律，并能结合发音规律拼读新的单某某，摈弃以往填鸭式的枯燥的音标教学。





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