新目标英语七年级下册全部教学设计

正文 随堂记录 Unit1Where’syourpenpalfrom?学习目标： 认知目标 重点词汇：Canada,France,Japan,theUnitedStates,Australia,Singapore,theUnitedKingdom,Sydney,NewYork,Paris,Toronto,Toyo,French,Japanese,penpal 语言目标Languagestructure Where…from?She’sfrom…Where…live?Whatlanguagedoesshespeak?Shespeaks…. 能力目标 Talkaboutcountries,nationalities,andlanguage.Askandtellwherepeoplelive. 交际目标 通过学习本单元的内容，使学生学会用各种方式与世界各国朋友交流。 素养目标 了解世界，了解不同地区的人文风俗；学会理解盒尊重异国文化。教学准备:1.   制作课堂教学所需要的课件。2.   制作课堂任务#格#，在课前准备或上课时发放给学生。3.   、准备每一项调查所需要的语言项目。学生课前预习：了解世界各国的名称，首都及著名城市（完成下列表格）。 Name’sofcountry capital Famousecity 教学时间:4课时教学过程: 教案正文 随堂记录 PeriodOneSectionAStepIPresentationTheteachershowmanypicturesaboutsomecountries’map,building,flag.LetthestudentsaytheNamesofthecountries,citiestolearnthewords.1aCanada,France,Japan,theUnitedStates,Australia,Singapore,theUnitedKingdom.PenpalStepIIPracticepairwork.1cStepIII2aStepIVListen1b,2b,2cStepVPairwork2dStepVIHomework(1)1&3(2)Fillinchart.Q:Whatkindofpenpalsdoyouwanttohave? language country city            PeriodTwoSectionAStepI.RevisionAskthessthefollowingquestionstorevisionthecountriesandcities.1.Whereisyoupenpalfrom?2.Wheredoesshe/helive?StepIIPrentation1.IcanspeakChineseandEnglish.Whatlanguagedoyouspeak?----Helpthestudenttoanswer:Icanspeak…. 教案正文 随堂记录 2.Showpicturesofdifferentcountriesandaskthestudents“Whatlanguagedotheyspeak?”Helpthestudentstocompletethechart. Canana TheUnitedStates Australia French TheUnitedKingdom Japan Singapore 3.3aStepIIIGroupwork1.3b2.Usethecharttomakeasurvey..Usethefollowinglanguagestructures:--Whereisyourpenpalfrom?--Wheredoesshe/helive?--Whatlanguagedoesshe/hespeak?Chart2. Name country city language 3.Report:IwanttohaveapenpalfromFrance.HelivesinParis.HecanspeakFrench….StepIVHomework1.Exercisebook(2)P1,22.Makeaninformationcard. Name:_____________________FirstName:________________LastName:___________________Age:_________From:_____________Language:___________FavoriteSport:___________FavoriteSubject:____________Family:_______________ 教案正文 随堂记录 PeriodThreeSectionBStepI.Revision1.Groupcontest:Group1:“Whereis_______(city)?”Othergroup:It’sin________(country).2.1Matchthecountrywiththelanguage.StepIIReading3a1.letthestudentsreadtheletterfastandanswerthequestions.2.Letthestudentsaskmorequestionsabouttheletteraspossibleasthecan.StepIIIWriting3b.StepIV.Pairwork2cStepVListening2a,2bStepV.HomeworkExercisesbook(1)P3Exercisesbook(2)P3PeriodFourStepI.DictatethewordsandsentencesinUnit1.StepII.Self-checkStepIII.ChecktheanswersforExercisesbookintheunit.StepIV.HomeworkReviseunit1andpreparationforunit2. 教学后记 教案正文 随堂记录 Unit2Where’sthepostoffice?教学目标：　　1、掌握表示地点的词汇；　　2、掌握where引导的特殊疑问句；　　3、能够简单地描述地点方位；　　4、能够画出简单的示意图。教学向导： 　　语言目标 学习策略与思维技巧 　　重点词汇 表示地点的词汇where引导的特殊疑问句 个体、群体思维；看图作答；交换信息； Postoffice;library;hotel…Between;on;nextto；acrossfrom… 语言结构 　　语言功能 　　跨学科学习 Therebe句型Where句型的问答 　　询问路线　　指出方位 通过绘画激发学生学习兴趣教学时间：4课时。教学过程：PeriodOneLanguagefunctions:Isthereabanknearhere?Yes,thereis.It’sonCenterStreet.Whereisthesupermarket?It’snexttothelibrary.It’sbetweentherestaurantandthesupermarket.Vocabulary:postoffice,park,bank,supermarket,payphone,street,mail,acrossfrom,between,infrontof,behind,there,avenue,bridgeImportantpoint:Isthereasupermarket?Yes,thereis./No,thereisnotDifficultpoint:Isthereasupermarket?Yes,thereis./No,thereisnot 教案正文 随堂记录 whereis……?Itisinfrontof……Learntoaskforandgivedirectionsinconversations.Abilitytarget:Trainstudents’listening,speaking,readingandEmotiontarget:Allthebuildingsmakeourcitybeautiful.Thankthedesignersandtheworkers.Thanksfortheirhardwork.Teachingprocedure:Step1RevisionReviewtheprepositionthatthestudentshavelearnedShowapictureofLily’sroomT:Ihavealittlefriend,hernameisLily.Sheisanicegirl,butshealwaysforgetsthings.Shecan’tfindhershoes,Shecan’tfindherbag.Canyouhelpher?S:Yes.T:Where’reherschoolclothes?:S:They’reunderthebed.T:Where’sherEnglishbook?Canyoufinditonthedesk?S:No,It’sinherschoolbag.T:Maybe.Thankyou.Lilycanfindherthingsnow,andshecangotoschool.Step2PresentationShowamapwithmanybuildingsinitT:Lookatthispicture.Whatplaceisit?S:Itisabank.T:Spellit.Ss:B-A-N-K.Repeatwithothernewwordspostoffice,park,bank,supermarket,payphone,streetStep3.ConsolidationanddrillShowamapandletthempracticeinpairsIsthere……..Yes,thereis./No,thereisnot.Step4Consolidation1.TellustheroutetoLily’sschoolT：Wherearethey? 教案正文 随堂记录 2.Teachtheprepositions（Memorychallenge）Whatarethedifferencesbetweenthetwopicturesnextto,acrossfrom,near,between,infrontofbehindStep5.Task1Shangtangisdevelopingnow,Ifyouareadesigner，howtodesignthetownofShangtang？㈠Pleasedrawasimplesketchmapingroupsof4to6.Step6.PraticeStep8Homework1.Pairworks，twostudentsdrawthemap,oneactsasapoliceman,theotheractsasaapersonwhoisasktheway.2.Finish2a2b3.Drawasketchmapofyourhometoschoolorthewaytoyourpartner.PeriodTwo一.Teachingaims1.Vocabulary:dirty,old,market,soda,pine.2.Abilitytarget:Trainstudents’listeningandspeakingskills.Trainstudents’communicativecompetence.3.MoralObjectEveryoneinschooltaketheresponsibilitytokeepourenvironmentCleanandtidy.二.KeyPointsKeyVocabulary.Targetlanguage三.TeachingdifficultiesPracticetheadjectivesusingthetargetlanguageStep1.RevisionAsktworowsofthreestudentstostandface–to–faceinthefrontofintheclassroom.SASBSCSDSESFPointtothestudentinfront.Askandanswerquestionsyourself.T:WhereisSA?She’snexttoSB. 教案正文 随堂记录 T:WhereisSB?He’sacrossfromSET:WhereisSE?He’sbetweenSDandSFTeachhowtogivedirectionswiththemapturnleftontheleftturnrightontherightgostraightgodownT：Let’slookatthepicture.WeknowLily’shouseishere.HowcanshegettoYongjiaMiddleSchool?S:Gostraightandturnleft,it’snexttothebank.Step2ConsolidationShowamapAskingthewayfordirections.Excuseme.Whereisthe…..?PracticethedialoguesGetstudentstoreadthedialoguesbetweenboysandgirlsorpairwork1.A:Excuseme.Isthereahospitalnearhere?B:Yes,thereis.Walkalongthisroad,andtakethefirstturningontheright.It’sabouttwentymetersalongontheleft.A:Thankyoualot.B:It’sapleasure.2.A:Excuseme.Isthereahotelnearhere?B:Yes,thereis.Walkalongthisroad,andtakethesecondturningontheright.It’saboutfiftymetersalongontheleft.A:Thanksalot.B:That’sallright.3.A:Excuseme.Isthereabookshopnearhere?B:Yes,thereis.Walkalongthisroad,andtakethethirdturningontheleft.It’saboutninetymetersalongontheright.A:Thanksalot.B:That’sallright.4.A:Excuseme.Isthereaparknearhere?B:No,thereisn’t.Thenearestisaboutsixkilometersaway.You’dbettercatchabus.A:WhichbusdoIneed?B:Ithinkyouneedanumber38bus.Thebusstopisalongthatroad,ontheleft.5.A:Excuseme.Isthereatheatrenearhere?B:No,thereisn’t.Thenearestisaboutsevenkilometersaway. 教案正文 随堂记录 A:WhichbusdoIneed?B:Ithinkyouneedanumber103bus.Thebusstopisalongthatroad,ontheright.6.A:Excuseme.Isthereamuseumnearhere?B:No,thereisn’t.Thenearestisabouteightkilometersaway.You’dbettercatchabus.A:WhichbusdoIneed?B:Ithinkyouneedanumber111bus.Thebusstopisalongthatroad,ontheleft.Step3.Activity.Goal:Thisactivityprovidesanoralreviewofwhereaplaceis.Procedures:Inviteastudenttocometothefrontoftheclassroom.Andthendescribeaplacewhichthestudentarefamiliarwith.Forexample,heorshemaysay,itisonCenterStreet.It’snexttothesupermarket.Whileheorsheisdescribingtheresttaketurnasking.Isitaschool?Isitapayphone?Etc.Thegamegoesonuntiltheycanguessit.Step4ListeningListenandcircletheplacesyouhearin1a.Listenagain.DrawamapofMachael’sneighborhood.Step5HomeworkFinishofftheexercisesinworkbook.Haveadictation.Practiceinpairs.PeriodThree一．TeachingAimsandDemands1.KnowledgeobjectsReviewallthekeywordspresentedinthisunit.Readane-mailanddrawaroute.2.AbilityObjectTrainSs’Readingandwritingskill.3MoralobjectsOnweekendsorholidays,inviteyourfriendstoyourhousetohaveagoodtime.4.TeachingKeypoints:Reviewthekeywordsinthisunitread 教案正文 随堂记录 ane-mailanddrawaroute.Step1.3a1.Readcarefullyanddrawarouteaccordingtothematerial.2.Ssaskandanswerthequestionsbythemselves.Likethis:Whereisthepark?(It’s…..)Isitanewhotel?(No,itisnot)3.GetSstoreadaloud.Step2.Writing.1.Finish3b.Lookatthepictureandfillintheblanksforthistourguide.2.Writeatourguide.Showsomepicturesofplaces,getSstochooseone,andwriteatourguide.Askingtheway:Step3.ConsolidationIsthere…?Whereis…?Whichisthewayto…?HowcanIgetto…?Canyoutellmethewayto…?Askingtheway1.Excuseme.Where’sthetheatre?2.Isthereatheatrenearhere?3.Canyoutellmethewaytothetheatre?4.Whichisthewaytothetheatre?5.HowcanIgettothetheatre?6.Canyouhelpmefinethetheatre?PeriodFourStep1.revision1.Readthee-mailandtheroute.2.Askthewayandgivedirectionsstep2ExercisesinclassFillintheblanks1.There’sacinemanext____theshop.2.____theleftsideoftheroom,there’sadesk.3.Pleasecometothefrontandstand____________theclass.CompletethedialogueA:_______________,whereisthenearestpolicestation,please?B:I’m_______,Idon’tknow.Please________thatman. 教案正文 随堂记录 A:Thankyou______________________.Excuseme,whereisthepolicestation,please?C:_______overthere,next________thepostoffice.A:Thankyou_______________.C:Not_______________.Askingfordirections1.请问，去车站怎么走？Excuseme.Could/Canyoutellmethewaytothestation? 2.请问，去警察局怎么走？Excuseme.Whichisthewaytothepolicestation?3.请问，去动物园我该走哪条路？Excuseme.WhichwayshallItaketothezoo?4.劳驾，最近的邮局在哪儿？Excuseme,whereisthenearestpostoffice?5.请问，你能帮我找到那家水果店吗？Excuseme.Could/Canyouhelpmefindthefruitshop? 7.劳驾，附近有医院吗？Excuseme.Isthereahospitalnearhere8.劳驾，去店怎么走Excuseme,howtogettothebookshop?Step3Gothroughself-checkStep4Haveaquiz 教学后记 教案正文 随堂记录 Unit3whydoyoulikekoalas?I.语言知识目标1.掌握下列有关动物的名词：tigerelephantkoaladolphinpandalionpenguingiraffe2.有关品质的形容词：cutesmartshyuglycleverbeautifulfriendlyquietlazy3.有关国家的名词：AfricaJapanAustralia4.其他词类：grassleafmeatsleeprelaxkindof5.掌握下列句型使学生熟练谈论自己喜爱的动物并给出理由。使学生学谈论自己喜爱的其他东西并给出理由。使学生了解动物的生存情况。II.语言能力目标1.使学生熟练谈论自己喜爱的动物并给出理由。2.使学生学谈论自己喜爱的其他东西并给出理由。3.使学生了解动物的生存情况。III.情感目标1.通过学习要培养学生自觉保护动物的意识。2.通过学习可以使学生更加热爱生活。热爱父母、热爱朋友，热爱自然。3.能在小组活动中积极与他人合作，相互帮助。IV.教学重点难点1.重点掌握动物单词的表达法，及谈论自己最喜欢的动物的表达法。掌握动物特点的形容词，并能谈论喜欢某一种动物的原因。掌握介绍来历的表达法。2.难点表达动物的的意义和读音。Kindof用法。如何用所学句型进行综合运用。V.任务特点1、学生学会如何谈论自己所喜欢的动物及原因，具有实际交际能力，符合中学生交往的原则，2、由喜欢动物到喜欢各种各样的东西，学生能激发内心的爱心，更加热爱生活，保护自然。3、了解父母朋友同学的各种爱好，更能激发学生的友谊、亲情，更多的每一个人。VI.教学步骤 教案正文 随堂记录 PeriodI1.TopicWhydoyoulike…2.StructionWhydoyoulikekoalas?Becausetheyarevery/kindofcute.3.TaskTalkaboutyourfavoriteanimal.4.CultureKnowsomethingabouttheanimalsintheworld.5.Vocabularyanimal,koala,elephant,dolphin,lion,tiger,panda,dog,penguin,very,kindof,cute.6.GrammarWhydoyoulikekoalas?Becausetheyarevery/kindofcute.能力目标：通过学习句型，学生能谈论，询问所喜欢的动物和原因。情感目标：谈论动物，了解动物，热爱动物，热爱生活。教学重点：掌握有关动物的名词和用来表品质的形容词。教学难点：名词的读音及复数形式的运用，kindof的用法。step1Let’schantWhatfruitdoyoulike?Whatfruitdoyoulike?Doyoulikeapples?Yes,Ido.Yes,Ido.Doyoulikebananas?Yes,Ido.Yes,IdoDoyoulikebananas?No,Idon’t.No,Idon’t.Step2pairworkWhatanimaldoyoulike(best)?Ilike…Whydoyoulike…Becausethey’re…Step31aMatchthewordswiththeanimalsinthepicture.1bListenandchecktheanimalsyouhearStep4groupworkAskaboutyourpartner’sfavoriteanimals.A:Doyouwanttoseelions? 教案正文 随堂记录 B:Yes,Ido.A:Why?B:Becausethey’recute. Name animal why Step2Listening2aListen.Writetheanimalsyouhear.Drawalinefromtheanimalstothedescriptionwords2b.Listenandcompletetheconversationwiththewordsinthebox.Step3HomeworkPeriodIIStep1memorygameMyfavoritecolorisMyfavoritefoodisMyfavoritefruitisMyfavoriteplayerisMyfavoritesingerisMyfavoritesportsisMyfavoritenumberisMyfavoritemovieisMyfavoriteanimalisStep2SectionB1Matchthedescriptionwordswiththeanimals.Step3pairworkTalkabouttheanimalsyouknow.A：Whatanimalsdoyoulike？B:Ilikeelephants.Theyarecute.A:Whatotheranimalsdoyoulike?B:Ilikedogs,too.A:Why?B:Becausethey’refriendlyandcleverStep4. 教案正文 随堂记录 2aListenandcirclethedescriptionwordsyouhereinactiviy1.2bListenagain.Fillinthechart.Step5.Discussabouttherareanimalsinthewordandwheretheylive.Step6.3a.PuttheanimalsinthemapStep7.pairworkUsetheanimalsandcountriesin3aWherearelionsfrom?LionsarefromSouthAfrica.Step8Surveyandreport:Howwelldoyouknowyourclassmates?Step9.GroupworkWhat’syourfavoritecolor/sports/movie/subject/number/food/fruit/animal?Whoisyourfavoriteteacher/pingpongplayer/basketballplayer/singer/moviestar?Whereisshe/he/itfrom?Wherearetheyfrom?PeriodIIIStep1.Talkaboutmovies/subjects/sports/players/actors/days/months.What…doyoulike?Whatother…doyoulike?Why?Step2.Makeasurvey： Name animals Subjects Movies Actors Step33aReadthedescriptionsandmatchthemwiththeanimalsbelow.3bLookthelionin3a.Thencompletethedescriptionwiththewordsinthebox. 教案正文 随堂记录 Step4.Task:Tellusyourfavouriteanimal.___________________________Step5.Groupwork:Exchangethedescriptionwithotherstudents.Canyouguesstheanimal?Step6Homework 教学后记 教案正文 随堂记录 Unit4Iwanttobeanactor.【教学目标】1.    知识目标(1) 本单元要求学生掌握以下词汇:(a)职业名词:actor,shopassistant,doctor,report,policeman,waiter,bankclerk,policewoman,nurse,coach.(b)地点名词:hospital,TVstation,policestation.(c)其它词汇:略(2)   语言结构:通过各人物工作地点及职业标志物,掌握下列日常交际用语:(a)—Whatdoyou/theydo?I’manactor/Weare/Theyareactors.--Whatdoyou/theywanttobe?I/They/Wewanttobeawaiter.(b)—Whatdoeshe/shedo?He/sheisanactor--Whatdoeshe/shewanttobe?He/Shewantstobedoctors.(c)---Wheredoeshe/shework?He/Sheworksatabank.2.      能力目标(1)   能运用一般现在时各种形式,询问人物身份和职业梦想,还能陈述从事这一职业的原因.(2)   能在日常生活中,适当运用此句型3.      学习策略通过本单元的学习,能根椐人物衣着、工作地点,确认人物职业4.      情感态度通过本单元任务型活动,加深同学间互相了解,促进同学间友好相处,同时激发他们对学习英语的兴趣和热情,树立远大的职业理想,从现在开始,抓紧每一天.Nomatterwhatyouwanttodointhefuture,youmustdothejobyouaredoingnowwell.5.      文化意识了解西方人择业观念:只选对的,不选薪水高的,先就业再择业.从而改变我国大学生“一次择业定终身”观念,缓解目前择业难状况.【教学方法】1.    教法分析(1) 创建真实(半真实)的语言环境,引导学生在情景中学语言,在学习新的语言知识后,创造性地运用语言。(2)   开展多种类型的任务活动,提供给学生合作交流的空间和时间,促使学生为完成任务和同学进行合作,为完成任务进行探究性学习。2.    学法分析根据初一学生对新职业的好奇心理,提供各种职业环境,让他们在半真实的环境中,运用合作交流,互相探究,竟猜游戏等多种学习方法,促进同学间互相了解,为学生创建展示舞台,注重赏识教育和激励措施。PeriodOne(pp19-20) 教案正文 随堂记录 知识与能力1.Matchthevocabulary:salesassistant.Doctor.Actor.Reporter.Police.Officer.Waiter.Bankclerk.student2.Masteranduse:Whatdoyoudo?Whatdoeshedo?Doesheworkinhospital?教学重、难点及教学突破重点:1.Thevocabulary2.language:Whatdoesshedo?Sheisadoctor.难点:Usethelanguagetoaskforthejob教学步骤：Step1OrganizationOrganizestudentstopreparefortheclassStep2ReetalkTalkabouttheweatherandweeks.Step3Presentation1.Askstudentstolookatthepictureandrememberwhattheycansee2.Findfourgroupstosaythewordsthattheyremember.(教师板书，学生说出)3.Talkaboutthepicturethenmakeadialogue.Suchas:Whatisthis?It’sastore.Whatcanyousee?Icanseeasweater.Whatcolorist?It’sgreen.Howmuchisit?It’s50dollars4.Askstudents:Whatisyourfather?Heisaworker.(Tellthemanotherwayofsaying:Whatdoesyourfatherdo?板书）出示一张人物以及职业的图片，问学生：Isheaworker?No,heisn’t.Whatishe?Heisadoctor.或问：Whatdoeshedo?然后以同桌之间一问一答的形式来练习：Suchas:A:Whatdoeshedo?B:Heisareporter.5.Listentothetape:1b.2a.ab.Listenandnumberthepeople(1-3)inthepictureabove.Listencarefullythreetimes.Pointoutthepictureinactivity2a.Askwhoeachpersonis,say,Nowworkwithyourpartner.Askandanswerquestionsaboutthepictures. 教案正文 随堂记录 Step4PracticeNow,practicethethingswehavelearned.Theycantalkaboutthejobs.Suchas:Whatdoyoudo?Iamastudent.Whatdoesyourfatherdo?Heisafarmer.（给学生们一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都能有机会来表演。）Step5SummaryWordsandphrasesofthisclass.Language:Whatdoeshedo?Whatdoeshewanttobe?Heisaworker.Hewantstobeasalesassistant.（以提问的形式来进行复习，在让学生有一个巩固的机会。）Step6textSelfcheck（让学生作后再讲解答案。）Step7ConsolidationInthisclass,wehavelearnedthesentence:Whatdoyoudo?Whatdoeshedo?Whatdoeshewanttobe?Talkaboutthejobs.Payattentiontotheusageof“want”or“wants”.Step8HomeworkPracticeThedialogueaccordingtothepictureonPage1.（让学生写出五个询问对方职业的句子。）PeriodTwo(p21)Step1OrganizationOrganizestudentstopreparefortheclassStep2FreetalkTalkaboutthefamilyandthejobs,Suchas;Myfatherisaworker,AndHeworksinahospital.Step3Presentation1.Askstudentstomakesomesentenceswiththesewords;waiter.Bankclerk.Reporter.Nurse.Policeofficer.(叫学生口头造句，用一些有关职业的句子。争取大部分的同学都有回答的机会，多次重复加大练习。)2.Lookatthepictureandmatchthejobswiththepeopleinthepictures.Suchas;Iseealotofmoneyeveryday.Butit’snotmine.Icountitforotherpeoplematchthebankclerk.(教师边让学生读句子边解释这些句子的思。) 教案正文 随堂记录 3.Letthestudentspracticemoreandmore.(教师边让学生读句子，做到熟练掌握。)4.Theymakeaconversationtoproc-tisethedrills.Forexample:Whatdoyoudo?Ihelpdoctorsandpatients.Somepeoplecallus“angelsinwhite”,CanyouguesswhatIdo?(采用游戏的形式，让尽可能多同学参与。)5.Pairwork:Practisetheconversationontheright.Usethejobsandplacesinactivity3a.Wheredoesyoursisterwork?Sheworksatahospital.Whatdoesyoursisterwork?Sheworksatahospital.Whatdoesshedo?She’sadoctor.(5．继续练习这个句式。能让学生自己造句。)6.Game:Guessthegame!Drawapictureofsomeoneatwork.Canyourclassmatesguessthejob?Justlike:Isheapoliceofficer?No,heisn’t?Isheawaiter?Yes,heisStep4PracticeNow,practicethethingswehavelearned.Theycantalkaboutthejobs.Suchas:Whatdoyoudo?Wheredoeshework?Heisadoctor.Heworksinahospital.Isheapoliceofficer?Yes,heis.No,heisn’t（给学生一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都能有机会来表演。）Step5SummaryWordsandphrasesofthisclassLanguage:Whatdoeshedo?Whatdoeshewanttobe?Heisaworker.Hewantstobeasalesassistant.Wheredoeshework?Hewordsinahospital.Issheanurse?Yes,sheis.（以提问的形式来进行总结，在让学生有一个巩固的机会。）Step6TestSelfcheck.（让学生作后在讲解答案。）Step7Consolidation 教案正文 随堂记录 Inthisclass,wehavelearnedthesentence:Wheredoeshework?Heworksinafactory.Abankclerk:Iseealotofmoneyeveryday.Butit’snotmine.Icountitforotherpeople.Talkaboutthejobs.Payattentiontotheusageof“want”or“wants”Step8HomeworkPraticethedialogueaccordingtothepictureonPage25.（让学生写出五个句子，分别询问职业和工作地点。）PeriodThree(pp22-23)Step1OranizationOrganizestudentstopreparefortheclass.Step2FreetalkOralpractice:Games,wordsthatdescribejobs,suchasexciting,dangerous,boring.Step3Presentation1.Letstudentslookatthepictureandguessthejobs.Theteacherdescribesthejobsandletstudentsguesswhat.Askjobdoesthepersonhave?Wheredoesthepersonwork?(1．叫学生口头造句用一些有关职业的句子。争取大部分的同学都有回答的机会，多次重复加大练习。)2.Thenuseexplanationsandshortsamplesentencestohelpstudentsunderstandwhateachwordmeans.Forexample,Excitingmeansveryinterestingandveryfast-moving.Apoliceofficerhasanexcitingjob.(2.教师边让学生读句子边解释这些句子的意思。)3.Letstudentspractice.Suchas:Heisapoliceofficer.It’sanexcitingjob.(3.叫学生口头练习一些有关这方面的句子。)4.Listentotheconversation.WhatjobsdoBetty,Jenny,andSamwant?Thenwritethejobsbelow.(4.听录音，让学生填写表格，然后再纠正答案。)5.Listenagain.WhyareBetty,Jenny,andSaminterestedinthesejobs?Completethechartabove.(5.分组练习，让学生大面积的练习。)6.Listentothetape:Listenandnumberthepicture(1-3)below.Thenpractisethedialogue.(6.让学生朗读GammarFocus.)7.Grammarfocus: 教案正文 随堂记录 Step4Practice7.Readthenewspaperwantads.Andfillintheblankswiththecorrectjobs.One:Wanted:Doyouliketoworklate?Doyouliketoworkhard?Doyouliketomeetpeople?Ifyouransweris“Yes”,thenwehaveajobforyouasa……(给学生一定的时间，让他们充分练习。学生小组讨论和练习。让大部分的同学都有机会来表演。)Step5SummaryWordsandphrasesofthisclassLanguage:本节课主要是听录音来完成各种对话，充分让学生学会职业的文法以及地点的表达法。(以提问的形式来进行复习总结，在让学生有一个巩固的机会。)Step6testSelfcheck(让学生做后再讲解答案。)Step7Consolidation在这节课例我们主要听录音然后回答问题，让学生充分练习听力，达到会听、会说然后在自己编对话来练习。Step8HomeworkReadthenewspapermoreandmore.(让学生朗读3A部分的内容。)PeriodFour(P24)Step1OrganizationOrganizestudentstopreparefortheclass.Step2FreetalkOralcomposition:Myparents.Suchas:Ihaveaveryhappyfamily.Myfatherisaworker.Heworksinafactory.Mymotherisanurse.Sheworksinahospital.(学生口头作文，让他们把学到的知识系统地用到自己的作文中来。练习关于职业以及工作地点的表达。)Step3Presentation1.Letthestudentshurrytoreadthewordstheycan’tremember.(1.学生自测，看看他们急得如何。)2.Thentheteacherguidthestudentstogooverthewords.Seehowthestudentshavegrasped.(2.在让学生写五个生词填在单词表上。)3