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1、人教版七年级英语下册人教版七年级英语下册 Unit4Unit4 SectionSection A A 教学设计教学设计 I I wantwant toto bebe anan actor.actor.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理想的句型来运用由 what/where 引导的特殊疑问句以及want, work 的一般现在时态的用法。因为学生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。这样学生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
2、 3a部分提前作为练习句型的材料。然后再学习 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。一方面使所有学生都有机会进行说的练习，另一方面也使学生在问答的过程中能及时纠正错误，尤其是助动词do/does 的正确运用，有利于全体学生能力的提高。最后，在听、说、读的基础上运用写作训练来进一步巩固所掌握的新知识，提高学生写作水平。三、教学目标：1、掌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理想的句型4、能运用简单语言介绍自己和他人的职业和理想5、培养学生合作、探究的学习方式，帮助学生树立远大理想四、教学重点：1、掌握
3、动词变名词的构词法规则；2、掌握问答职业和表述理想的句型；五、教学难点：正确运用一般现在时态询问职业和表述理想的句型六、教学准备：要求学生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 th
4、ey can about these jobs. Accept single word answers or simple sentences such as, Its fun. Its a good job.Step 2 key vocabulary(1a)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
5、job, and 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 1bThis activity gives students p
6、ractice 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 t
7、he 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
8、4 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 1b.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 1a.As students work in pairs, move around the room monitoring their work. Oner language or pronunciation support as needed.Step 5 2aThis activity g
10、ives 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 listen.S
11、ay, 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 language i
12、n 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 the Job 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 wiU he
13、ar 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 activ
14、ity provides guided oral practice using the target language.Point out the pictures in activity 2a. Ask who each person is. (They are Susans brother. Annas mother, and Tonys father.)Say, Now work with your partner. Ask and answer questions about the pictures. Ask, “What does he or she do?“ Then ask,
15、“What does he or she want to be?“Say a dialogue with a student. Point to Annas 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 activity in
16、troduces 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 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 student
