Integrated skills教学设计方案

英语学科教案

授课内容：7B Unit 2 Integrated skills

授课教师：Chu chu

授课班级：芜湖三十二中七（8）班

授课时间：2019年3月8日

7B Unit 2 Integrated skills Teaching aims: 1.

2.

3.

4.

5.

Train students to read and spell different jobs Make students match jobs with the working places correctly Try to get information about Wendy’s family members through listening Train students’ listening and speaking skills Enable students to interview people to get information Important points: Recognize and spell different jobs

Difficult points: 1.

When to use

a and when to use an before a job 2.

How to get information from listening material 3.

How to express future jobs using ‘be going to’

Teaching methods: Task-based method, practice method, situational method

Teaching tools:

A tape recorder, a computer

Teaching procedures:

step1. Lead-in

Play the song-- What U Wanna B，and make students be interested in different kinds of jobs.

Step2.Presentation

1.Play a guessing game. Show students different pictures about jobs and working places.

Make students talk about different jobs by looking at the pictures and guessing the names. 2.Let students complete part A1, and write the correct names under the pictures. 3.Make students work in pairs and talk about the words about different jobs.Train students to use the structures-----what does he/she do? & where does he/she work?

4.Choose some pairs to practice.

Step3.Listening practice 1.Lead students to read the information about part A2,Make students know this listening material is about Wendy’s family and their jobs. Lead students to read the table carefully. 2.Play the tape.Make students listen and search the information to fill in the table. 3.Through the questions----What does Wendy’s dad/mum/elder brother/elder sister do?

Where does he/she work?

Check the blanks in the table.

4.Show students some questions:

(1)Where’s her father’s police station?

(2)Where’s her mother’s restaurant?

(3)Is her mother very busy?

(4)How does her elder brother go to work?

(5)How does her elder sister go to work? Play the tape once more and answer the questions about Wendy's family.

Step4.Practice 1.Play the tape again. Students listen to the tape and finish part A3. 2.Make students work in pairs, and check the answers. 3.Choose some pairs and check the answers in public. 4.Lead students to read the text together, and notice some language points.

Step5.Discussion 1.Let students work in pairs and discuss your and your family members’ jobs. Give students some structures and lead students make simple conversations.

Questions:

a. What does your father/ mother/ elder brother/grandfather/…

do?

b. Where does

his/her work?

c. How does he/she go to work? 2.Choose some pairs to act out the conversations.

Step6.Speaking Practice 1.Show students some pictures about different jobs, and make students answer the questions:

(1)Which is your favorite job?

(2) Are you going to be …in the future?

(3)What are you going to be in the future? Why?

Lead students to answer using the structure----somebody is going to be... in the future.

2.Introduce the information of part B:’speak up ‘to students. Make students listen to the conversation and do the ‘True or False’ exercises.

(1)Daniel likes computers.

(

)

(2) Millie is going to be a computer engineer.

(

)

(3)Sandy is going to be an art teacher.

(

)

(4)Amy is going to be a doctor.

(

)

(5)Simon is going to be a basketball star.

(

)

3.Play the tape again. Let students read after the tape and work in pairs. Make students act out the conversation.

4.Make students talk freely, and make their own conversations about their future jobs

Step7.Homework

Teaching Reflections