七年级英语 Unit 3 Getting Together Topic 2 Section B说课稿

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Teaching Plan for
Unit 3 Getting Together
Topic 2 What does your mother do?
Section B

Part I. Analysis of Teaching Material
1. Status & function
This lesson is from Project English Book 1 Unit 3 Topic 2. It’s the second section of Topic 2 .The purpose of this unit is mainly about occupations and workplaces. In this topic, we can make the students learn how to express what people do and where they work. Such topic is practical and meaningful. Its content is closely related to our daily life. Its functional sense is quite clear and definite. It can improve the students’ desire to involve themselves in all kinds of class activities of practice, competition and communication with each other.
2. Teaching aims and demands
1) Knowledge aims
a. Learn some useful words and expressions:
work, hospital, drive, on a farm
b. Lead the students to learn how to express what people do and where they work by using the sentence patterns “What does he do?” “He is a…”and “Where does he work?” “He works in/on a…”
c. Learn to describe their family’s occupations and workplaces.
2) Skillful aims
a. Develop the students’ abilities of listening, speaking and writing.
b. Train the students’ abilities of communication by learning the useful structures.
3) Affective aims
a. Try to make the students be interested in communicating in English.
b. Urge the students to care for their parents.
c. Urge the students to study hard to realize their dream.
3. Key points and difficult points
After the careful analysis of the teaching materials, we know that the key points in this lesson are to talk about occupations and workplaces. And to teach the students to practice Present Tense in different persons is the difficult point of this class.

Part Ⅱ. Analysis of the Students
The students in Grade Seven have just learnt only a little English. They have learnt only a few basic skills of listening, speaking, reading and writing. But on one hand, in the daily life there are few chances for them to speak English and most of them are too shy to speak English in public or are afraid of making mistakes. On the other hand, they are eager to show themselves and want to have a try. So I will try my best to create a relaxing environment for them to practice using English.
Part Ⅲ. Analysis of Learning Method
Most of my students are always very active in English class, they also have great interests in English learning. They are willing to practice or act in class. So I design lots of different forms of exercise for them to practice in different ways. I will encourage them to use English as much as they can to communicate with others.
1. Before class, they should be well prepared for the new lesson, review the words about occupations they learnt in last period and make a card with pictures or words of occupations
2. They should take an active part in the class activities and do well in the cooperation with their partners.
3. They should complete the tasks and improve their self-learning abilities by themselves
Part Ⅳ.Analysis of Teaching Method
According to the above analysis, I rearrange the order of the teaching materials. There are five parts in Section B. I arrange 1a, 1b and 5 as the first period so that the students can do more practice and be familiar with the sentence patterns. I think it may be easier for them.
1. In order to make the class lively and the students can learn easily, I will use the multi-media computer systems. It can arouse their interests of learning English and create chances for the students to involve in listening, reading and practicing. And it can also expand the way of knowledge input and the quality of information.
2. Five Steps Method and Task-Based Language Teaching are mainly used in this lesson. I will give the students some tasks and let them complete the tasks in pairs or in groups by themselves, using the target languages. I think if I want the students to improve their oral English, I must give them more chances to practice. That is “Learning by doing, learning by using”. I will lead my students to study and cooperate with each other by designing tasks according to the New English Curriculum Criterion. As the New English Curriculum Criterion points out that the general aim of English teaching in this stage of Junior Education is to cultivate students’ comprehensive ability of using English, so I think my teaching methods are in line with the requirement of the New English Curriculum Criterion.
3. Divide the students into four groups and hold a competition among them.

Part Ⅴ. Analysis of Teaching Procedures
Step1.Warming-up and preview
1. Greet the class as usual. Get the students to sing the song “The more we get together” (which they learnt in last period) together to warm up the atmosphere of the class and gather the students’ attentions to study.
2. Have a word competition among the four groups. Through the game, the students not only can be cheered up but also can review words about occupations in Section A.
3. Review the following sentences, using slides:
---What does he /she do?
---He/She is a (an)…
First I’ll practice with the whole class, then get the students to practice in groups/ in pairs. At last , ask the students to practice in chain actions(about5-6students), and I’ll ask the last one to ask me, “What do you do?” Then I can lead to the new sentence patterns naturally.
Step 2 Presentation
1. Present I am a teacher. I work in a school. Ask and answer with the students:
What do I do? You’re a teacher. Where do I work? You work in a school.
What do you do? I’m a student. Where do you study? I study in a school.
I’ll practice with three or more students until they are familiar with the sentence pattern ,using the first and second persons.
Then I’ll lead to the third person:
What does your father /mother do? He/She is a …
Where does he/she work? He/She works in a…
Remind the students to pay attention to the form of the third person single,works
Present words and phrases about occupations and workplaces.
During this task I’ll write down the new words on the blackboard. Lead the students to learn the new words.
2. Practice the sentence patterns by using slides. Still I’ll first practice with the whole class, then get the students to practice in groups, then in pairs.
Next I’ll get some pairs to act out in front of the class, using the cards they have prepared. Then get the students who have the same occupations to stand together, ask the whole class “What does A do?” “What does B do?”(Remind the student who is asked to hold his card high) and lead to the plural “What do A and B do?” “They are …”“Where do they work?” “They work in/on…”
3. Continue to show more slides of plural. Get the students to practice.
This step gets the students to learn and practice the sentence patterns of different persons step by step.
Step 3 Consolidation
1. In order to let the students have a deep impression of the new sentence patterns. I will play this game Spin to get a job with the students. I think the whole class can be cheered up again. I’ll get some students volunteer to click the spin and choose some pairs to practice :
What do you do?
I’m a…
Where do you work?
I work in/on a…
Urge them to practice in different persons.
2.Play a game : Word guessing show.
First I’ll set an example: I work in a school. I like my students. What do I do?
Get the students to make their riddles in groups of four. After discussion, each group can choose one member to read their riddles for other students to guess.
“Task-based” language teaching method is used here to develop the students’ abilities of communication and also their abilities of co-operation will be well trained.
3. Finish 2b.
Step 4 Practice
1. Make a survey.
Show a slide with a photo of Tom’ family. Introduce to the students: This is my friend Tom. He is a student. He studies in a school. His father is a doctor. He works in a hospital. His mother is an office worker. She works in an office. Can you tell me about your friends or yourselves?
Then get the to ask their classmates about their parents’ jobs and workplaces in groups of four. Then one member give a description.
By this means, I help the students to change the form of asking and answering into the form of making a statement.
After their report, I’ll ask something like Are your parents busy? Do you like them? Do you want to be a teacher? to urge them to understand and care for their parents or to work hard to realize their dreams
This step aims to give the students the chances for practicing their spoken English and developing their written English.
2. Listen to 3.
First I let the students to preview the table. Then play the tape twice for the students to listen. Check the answers with the students together.
This step gives the students a chance to practice their listening ability.
Step 5 Project
1) Review the sentences “What do/does …do?” and “Where do/does … work?”.
2) Write a short passage about the occupations and workplaces of your family members in about 40 words.
I think homework is so important that the students should speak English as much as they can in class or after class. It is necessary for the students to do some extensive exercises after class to consolidate the knowledge they learned.

The design of the blackboard：
What does your mother do?
Section B
Jobs Workplaces —What do/does … do?
teacher ---in a school —He/She is a(an) … /They are …/I am…
driver ---in a car —Where do/does… work(study)?
doctor ---in a hospital —I/ They work(study)…/He/She works(studies) …
student---in a school
nurse---in a hospital
office worker---in an office
farmer---on a farm