牛津译林版七年级下册lntegrated skills教学设计

这是一份牛津译林版七年级下册lntegrated skills教学设计，共6页。
Integrated skills
I. Teaching aims and learning bjectives
By the end f the lessn, students shuld be able t:
1. remember sme new wrds abut different jbs and wrking places;
2. get useful infrmatin frm the listening materials;
3. intrduce their family members’ jbs and their dream jbs.
II. Teaching cntents
1. New wrds and phrases: manager, ffice, ffice wrker, pliceman, pstman, cmpany, statin, plice statin, pst, pst ffice, persn, jb, elder, future, artist, sund, sick
2. New structures:What are yu ging t be in the future?
I’m ging t be …
III. Fcus f the lessn and predicted area f difficulty
1. Get useful infrmatin frm the listening materials.
2. Intrduce their family members’ jbs and their dream jbs.
IV. Teaching prcedures
A Different jbs
Step 1 Lead-in
1. Guessing game.
T: Tday we’ll learn Integrated skills f Unit 2—Neighburs. First let’s play a guessing game. This is a pht f a baby. Nw it has turned int a man/wman. Can yu guess what his/her jb is nw?
【设计意图：让学生根据两张婴儿照猜测二人现在的工作，激发他们的兴趣；类似头脑风暴的形式调动学生有关职业的储备知识，使其迅速进入本课话题。】
2. Revisin.
T: Listen t the tape. Can yu tell me the names f different jbs?
(1) They wrk in a schl t help children learn. (teachers)
(2) They have special skills, such as making ships, planes and ther machines. (engineers)
(3) When yu’re ill, yu g t hspital t see them. (dctrs)
(4) They are always kind. When yu are in hspital, they lk after yu. (nurses)
(5) They wrk in a restaurant. They serve yu fd. (waiters/waitresses)
(6) They make delicius fd fr peple in a restaurant. (cks)
(7) They can take yu anywhere yu want t g by taxi. (taxi drivers)
【设计意图：复习第一课时学过的有关职业的词汇，一方面锻炼学生对职业词汇的敏感度，同时为接下来谈论自己将来的职业做知识储备。】
Step 2 Presentatin
1. Present new wrds f prfessins.
(1) PPT 5.
T: What des this man d?
S: He is a pliceman.
T: What d they d?
S: They are plicemen.
T: What’s her jb?
S: She is a plicewman.
T: What are their jbs?
S: They are plicewmen.
T: What place is it?
S: It’s a plice statin.
T: Wh wrks in the plice statin?
S: Plicemen wrk in the plice statin.
T: Please read these wrds after me.
(2) PPT 6.
T: What is this man?
S: He is a pstman.
T: What are they?
S: They are pstmen.
T: What place is it?
S: It’s a pst ffice.
T: Wh wrks in the pst ffice?
S: Pstmen wrk in the pst ffice.
T: Please read these wrds after me.
(3) PPT 7.
T: What is this lady?
S: She is an ffice wrker.
T: Where des she wrk?
S: She wrks in a cmpany.
T: This man als wrks fr a cmpany. He is a manager.
T: Cmplete the sentence.
This ffice wrker and the manager wrk fr different ___________ (cmpany).
T: Please read these wrds after me.
【设计意图：通过教师提问，图片呈现，直观教授生词。教师用三个同义句提问职业，让学生了解询问职业的三种表达方式。通过完成句子，让学生明白单复数的使用和一些词汇复数的变化形式。跟着老师朗读，熟悉生词发音，为下面的听力做准备。】
2. Cmplete Part A1.
3. New wrds: elder brther/elder sister.
T: Wendy is Millie’s penfriend. She’s talking abut the jbs f her family members. Here is Wendy’s family pht. This is Wendy. They are Wendy’s parents. Wh are they? He’s Wendy’s elder brther and she’s Wendy’s elder sister.
【设计意图：选取符合材料的家庭照，直观教授生词。】
Step 3 Listening
1. Cmplete Part A2.
(1) Listen t the tape and cmplete the table in Part A2.
(2) Check answers in pairs. Ask and answer questins like this:
What des Wendy’s dad/mum/… d?
Where des he/she wrk?
He/She …
【设计意图：通过学生互问互答核对答案，将词汇运用到语境中。】
2. Mre abut Wendy’s family.
(1) Listen and chse the crrect answers.
(2) Say smething abut Wendy’s dad/mum/elder brther/elder sister.
Wendy’s elder brther ges t wrk by bike/ges t wrk n his bike/rides t wrk.
Wendy’s elder sister ges t wrk by train/ges t wrk n the train/takes the train t wrk.
I g t wrk by car/g t wrk in my car/ drive t wrk.
【设计意图：帮助学生更好地理解听力材料，为接下来的课文填空做铺垫。扩充同义表达，丰富学生的句式。】
3. Cmplete Part A3.
T: Check yur answers in pairs.
T: Let’s read the cmpleted passage tgether.
【设计意图：通过小组核对答案增强学生合作学习的能力，通过集体朗读帮助学生巩固生词的发音和对文本的整理理解。】
Step 4 Prductin
T: There will be an evening party in yur new neighburhd. Please intrduce yur family t the neighburs. First let’s watch a shrt vide.
T: Wrk in grups f fur and prepare the intrductin.
【设计意图：围绕本课话题，让学生联系实际生活进行语言输出。】
B Speak up: What are yu ging t be in the future?
Step 1 Presentatin
1. New wrds: sick, artist, future.
T: D yu want t knw smething abut my family? My husband is a dctr. He is always ready t help sick peple. My sn is 7 years ld. He likes drawing very much. He’s ging t be an artist in the future.
【设计意图：通过介绍教师自己的家庭与上面的板块自然衔接，让学生在情境中习得生词。】
2. Free talk.
T: What are yu ging t be in the future? Are yu ging t be a …?
【设计意图：通过问答，让学生熟悉此句型和有关职业的词汇，为下文对话打基础。】
Step 2 Practice
1. Listen and fill in the blanks.
2. Read the dialgue tgether.
3. Make up a similar dialgue.
T: Wrk in grups f fur and talk abut yur dream jbs.
4. Make a cnclusin.
T: Each f yu has a beautiful dream. But hw can yu make yur dreams cme true? Wrk in pairs and talk ut yur plans.
T: A gd plan is a gd start t success. A gd plan is nt gd withut carrying it ut.
【设计意图：在话题中巩固本单元语法be ging t，并对学生进行情感教育。】
V. Hmewrk
1. Remember the new wrds and expressins.
2. Recite Part B.