【范文】Unit 3 Getting Together教案仁爱版

Unit3 Getting TogetherTopic1 Does he speak Chinese? Section ADate: Nov. 28th, 2018Class: Class 7, Grade 7Teacher：Lei Zhen ZhenI.Teaching aims:1.Knowledge aim:(1)Know about the expression of “Do you...?” and its corresponding answers “Yes, I do./No,I don’t.”(2)Use the basic expressions of asking questions “Could you (please)...?” and its corresponding answers “Sure./No problem./Of course.”2.Skill aims:(1)Understand the simple conversations about expressing inquiries, requests, and talking about preferences.(2)Read the conversation correctly, pay attention to the accent and continuous reading.3. Emotional aims:(1) Cultivate the spirit of friendship and mutual assistance.(2) Develop students' interest in learning English through games and dialogues.Ⅳ. The key points and difficult points1.Key points:（1）Words: could, tell, sure, some, with, often, well, problem（2）Expressions: ①---Excuse me, could you please tell me your name?---Sure. My name is Jane.②---Do you like Chinese?---Yes, I do. I like it very much.③---Could you help me with it?---No problem.2.Difficult points：Understand the simple conversations about expressing inquiries, requests, and talking about preferences.Ⅴ. Teaching proceduresStep 1: Warm up: listening to music.Step2 :Lead-in:(1)Play a guessing game: Students use the expression “Do you have...?” to guess who is the person in the box.(2)Teacher makes dialogues with students using expressions “Do you come from...?” “Do you like...?”. These are the practices of “Do you...?”Step 3:Presentation(1)Do listening exercise: Teacher introduces the text briefly. Students do the exercises according to the tape. Then, teacher checks the answer with students.(2)Role play: Based on the text, students practice the text by roles.Group competition: The competiton(reading the text) between group and group.(3)Explain some points of the text.Step 4:Practices(1)Based on the text, students should fill in the blanks.(2)Finish P55 1d: put the sentence in correct order.(3)Finish P56 2: listening to the tape and fill in the blanks.Step 5: Summary1.Do you+动词原形+...?Yes, I do./No, I don’t.2.Could you （please）+动词原形…?回答：Sure./Of course./No problem.Step 5:Homework(1)Recite 1a.(2)Finish the exercise book.(3)Preview Section BⅥ.Blackboard design:(1)Do you+动词原形+...?Yes, I do./No, I don’t.(2)Could you （please）+动词原形+...?回答：Sure./Of course./No problem./Sorry.。

七年级英语上册《Unit3GettingTogether》教学设计仁爱版《Unit 3 Getting T ogether》教学设计The main activities are 1a and 2a. 本课重点活动是1a和2a。

Ⅰ.Teaching aims and demands 教学目标1. Learn some new words and phrases:could, tell, sure, speak, some, poor, with, help sb. with sth., problem, pet, often, want2. Learn Present Simple to do:(1)—Do you come from the U.S.A.?—No, I don’t.(2)—Do you like Chinese?—Yes, I do.3. Ask for permission and make requests:(1)—Excuse me, could you please tell me your name?—Sure.(2)—Could you help me with it?—No problem.Ⅱ. Teaching aids 教具录音机/幻灯片/教学挂图/铅笔/尺子/玩具猫/玩具狗/蒙眼布Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间:10分钟)通过复习描述体貌特征导入本课新知识，培养学生口头表达能力。

1. (教师按照座位链式提问，要求学生用Yes, I do./No, I don’t.快速作答。

)T: Do you have big eyes?S1: Yes, I do.T: Do you have long legs?S2: No, I don’t.T: Do you have a round face?S3: Yes, I do./ No, I don’t.T: Do you have a small mouth?…(通过运用Do you have …? Yes, I do./No, I don’t.句型引出Do you have a pen pal?) T: Do you have a pen pal, S4?(板书并要求学生了解。

教学目标1. Knowledge aims能根据已学语音、音标及发音规则,正确朗读下列词汇并在实际的对话操练以及文段的信息输出中加以应用:aunt, uncle, brother, sofa, grandparent, cousin, daughter, tree, family tree, son;能在对话操练中,进一步学习和巩固实义动词第三人称的特殊疑问句,并能正确运用。

能在对话操练中,能运用介绍家庭成员的表达法进行交流,如:—Who is the young woman in yellow?—She’s my aunt.2. Skill aims能听懂有关家庭成员的对话或叙述并完成相应的任务;能根据图文就询问家庭成员的话题进行交流;能正确朗读对话,注意语音语调;能在图片的帮助下进行阅读,理解大意、细节等,并按要求进行语言活动;能结合家庭成员、职业及工作场所的单词或词组写出一篇介绍家庭成员工作情况的短文。

3. Emotional aims在学习过程中,通过谈论家庭成员及工作情况,使学生更加热爱生活、热爱家人和每一个人;采用讨论家庭树等灵活多样的授课方式,激发学生的好奇心和求知欲,培养学生学英语的兴趣和积极主动的学习精神。

2学情分析本课是第二话题的第三课,主要活动是1a和3a。

通过对话的方式,呈现Kangkang的家庭照片,学习有关家庭成员的词汇和“询问与介绍家庭成员”的表达,最后以文段的形式进行信息输出的汇报。

3重点难点能就家庭成员及其职业、工作场所等信息进行对话操练和文段输出。

1.能就家庭成员及其职业、工作场所等信息进行对话操练和文段输出。

2.能结合字母组合的发音规则,进行单词拼读和拼写。

4教学过程4.1 第一学时4.1.1教学活动活动1【导入】Revision1.Greetings.2.Duty report.One student intruoduce himself,includ his mother and father's jobs(prepare forthe new lesson).活动2【导入】PresentationA short movie.It is about FAMILY.Let students familar with family members andknow the importance of love between them.活动3【讲授】New lessons1.Show a photo of my family,talk about it.2.Show the photo of kangkang's family,ask two questions before reading.Afterreading answer them.3.Talk about the family photo,learn the new words.活动4【练习】Practice1.Look at kangkang's family tree.Finish 1C.Ask one student to come to the blackboard to ask(point the photo of kangkang'sfamily),the others answer.Then let group A ask ,group B answer,or boys ask ,girlsanswer...。

Unit 3 Getting TogetherTopic 2 What does your mother do? 教学设计Section CThe main activity is 1a. 本课重点活动是1a。

Ⅰ. Teaching aims and demands 教学目标1. (1) Learn some words about family members and relatives:aunt, uncle, brother, grandparent, cousin, daughter, son(2)Learn other new words and a phrase:family, sofa, tree, family tree2. Identify family members:(1)This is a photo of my family.(2)Who’s the young woman in yellow?(3)Who are they on the sofa?(4)I have a big family.Ⅱ. Teaching aids 教具图片/照片/教学挂图/录音机/小黑板/幻灯片Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间:10分钟)运用图片和全家福照片，通过师生问答的形式，复习有关职业及工作场所的句型，并引入部分新单词，导入新课。

1. (教师出示各种职业人物的图片，复习有关职业及工作场所的句型。

)(教师出示一个医生的图片。

)T: What does he do?S1: He is a doctor.T: Where does he work?S1: He works in a hospital.(教师出示一个女教师的图片。

)T: What does she do?S2: She is a teacher.T: Where does she work?S2: She works in a school.(教师出示一个办公室男职员的图片，让学生互相问答。

Unit 3 Getting TogetherTopic 1 Does he speak ChineseSection BI. Teaching aims1. Knowledge aims:(1) 学习一些新的单词。

(2）能正确使用实义动词want /like/speak/live等主语为第三人称单数的一般现在时的陈述句、一般疑问句及其肯定和否定回答。

2. Skill aims:（1）能够通过听力材料获取信息。

（2）能够在表格的帮助下，进行信息的加工和转化。

3. Emotional aims:（1）能够积极与他人合作。

（2）能够体会英语学习的乐趣。

4. Culture awareness:Ⅱ. The key points and difficult points1.Key points:（1）Words and expressions : live, say , visit , lot, about（2）Sentences: ①---Does he speak Chinese?---Yes, he does. / No, he doesn’t. He speaks English.② ---What does he say in the letter?---He wants to visit Beijing.(3) 复习上节课学过的单词及询问、请求和喜好的表达法。

(4) 语音：连读和重读。

2.Difficult points：主语为第三人称单数的实义动词在一般现在时的陈述句、一般疑问句及其肯定和否定回答。

III. Learning strategies1.培养借助图片帮助听说和阅读理解的习惯。

2.能够从同伴处获取反馈，合作完成学习任务的能力。

IV. Teaching aids录音机/多媒体/小黑板/图片V Teaching procedures。

Unit 3 Getting Tgether教案仁爱版Unit3GettingTgether教案仁爱版Unit3GettingTgetherTpi2hatdesurtherd?SetinA导学案班级__________小组__________姓名__________学习目标学习要求、掌握并应用关于职业和其他单词：dtr,rer,driver,farer,,nurseid,glad,ther,father,parent,ffie2学习谈论工作和打招呼：—hatdesurtherd?—Sheisateaher—hatdurparentsd?—Theareffierers—Gladteetu—Gladteetu,t3、正确朗读/au//`ɪ//ɪə//eə//uə//tr//dr/参与理解掌握探究应用活动要求学教方案前预习，尝试拼读新单词，大声朗读并记住其中文。

预习与自测英汉互译he____id____glad____ther____father____dtr____parent____ffie____rer____driver_____farer_______nurse____Ⅱ、跟老师读音标并跟录音读Ⅲ、通过图片反应对应的单词，大声跟读和朗读。

Ⅳ、配合老师学习新句型，与小组同学合作讨论对话。

Ⅴ、独立思考与合作探究相结合，参照导学案去扩展与提升询问职业句型。

Ⅵ保持积极乐观的情感，学唱歌曲。

Ⅶ、看、听、说、读相结合。

Ⅸ、调查周边的同学，积极参与表达与展示。

Ⅹ、理解游戏规则积极参与游戏学完本节，有什么感想？Ⅰ、出示学习目标Ⅱ、音标的朗读与学习听录音并跟读3a，听录音完成3b并核对。

Ⅲ、教学并出示新单词，检测导学案预习。

通过3b最后一个单词drea利用幻灯片图片引出关于bs 的新单词。

由bs新单词图标fail过渡到其他新单词的教学。

初一英语下学期教学设计（湘教版）Unit 3 Getting TogetherTopic 1 Do you have a pen pal?一、语言知识点：（1）重点词汇及短语：could, tell, sure, speak, very, much, poor, with, problem, after, live, say, want, visit, great, many, lot, all, so, often, study, little, pet, home, dog, any, them, of, no problem, the Great Wall, not…at all（2）语法：1．一般现在时2．人称代词（3）重点句型：1．Could you please tell me your name?2．Sure. My name is Jane.3．—Do you like Chinese?4．—Could you help me with it?—No problem.5．—Who is the letter from?—It's from my pen pal.6．—Does he live in England?—Yes, he does.7．He wants to visit the Great Wall.8．But I don't like it at all.9．So she often helps me with it.10．I help her study Chinese.11．What does your pet look like?二、课文讲解：1．Could you please tell me your name? 请您把名字告诉我好吗？Could you please…? 是一种常用的委婉、客气的请求句型，用来征求别人的同意，是一种较为礼貌的用语，后接动词原形。

Unit 3 Getting Together教案仁爱版Unit3GettingTogether教案仁爱版Unit3GettingTogetherTopic2whatdoesyourmotherdo?SectionA导学案班级__________小组__________姓名__________学习目标学习要求、掌握并应用关于职业和其他单词：doctor,worker,driver,farmer,cook,nursekid,glad,mother,father,parent,office2.学习谈论工作和打招呼：—whatdoesyourmotherdo?—Sheisateacher.—whatdoyourparentsdo?—Theyareofficeworkers.—Gladtomeetyou.—Gladtomeetyou,too.3、正确朗读/au//ɔɪ//ɪə//eə//uə//tr//dr/参与理解掌握探究应用活动要求学教方案课前预习，尝试拼读新单词，大声朗读并记住其中文。

预习与自测英汉互译home____kid____glad____mother____father____doctor____parent____office____worker____driver_____farmer___cook____nurse____Ⅱ、跟老师读音标并跟录音读Ⅲ、通过图片反应对应的单词，大声跟读和朗读。

Ⅳ、配合老师学习新句型，与小组同学合作讨论对话。

Ⅴ、独立思考与合作探究相结合，参照导学案去扩展与提升询问职业句型。

Ⅵ保持积极乐观的情感，学唱歌曲。

Ⅶ、看、听、说、读相结合。

Ⅸ、调查周边的同学，积极参与表达与展示。

Ⅹ、理解游戏规则积极参与游戏学完本节课，有什么感想？Ⅰ、出示学习目标Ⅱ、音标的朗读与学习听录音并跟读3a，听录音完成3b并核对。

Unit 3 Getting TogetherTopic 3 What would you like to drinkSection AI. Teaching aims1. Knowledge aims:（1）能够区分可数名词和不可数名词，并掌握其一般用法。

（2）能掌握含有Would like 表达就餐意愿的表达法。

2. Skill aims:（1）能够听懂有关饮食习惯的表达和就餐用语。

（2）能够就饮食习惯进行交流并会使用常用的就餐用语。

3. Emotional aims:（1）使学生乐于接触并了解中西方餐饮习惯的。

（2）采用游戏、对话等灵活多样的方式，培养学生对学习英语的兴趣，使其敢于开口，积极参与活动。

4. Culture awareness:（1）了解西方的饮食文化以及中西方饮食文化的差异。

（2）培养对中国饮食的感情，增强民族自豪感。

（3）对别人的询问和建议等做出适当的反应。

Ⅱ. The key points and difficult points1.Key points:（1）Words and expressions: yourself, would, fish, chicken, rice, drink, juice, milk, water, vegetable, bread, hamburger, idea（2）Sentences: ①---Help yourselves!---Thank you.②---Would you like some…?---No, thanks.③---What would you like to have/drink?---I’d like…/Apple juice, please.④---Milk for me, please.---Me, too.⑤---What about some…?---Good idea!2.Difficult points：区分可数名词与不可数名词，并能正确运用。

Unit 3 Getting TogetherTopic 2 What does your mother do?Section A一、教学目标1. Knowledge aims能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：home, kid, glad, mother, father, doctor, parent, office, worker, driver, farmer, cook, nurse;能正确运用实义动词一般现在时的特殊疑问句及其回答；能运用本课所学的打招呼、询问职业等交际功能的基本表达进行交流，如：（1）—Glad to meet you!—Glad to meet you, too.（2）—What does your mother do?—She is a teacher.2. Skill aims能听懂有关询问职业的简单对话或叙述并完成相应的任务；能根据图文就询问职业的话题进行交流；能正确朗读对话，注意语音语调；能写出询问和回答对方职业的简单句。

3. Emotional aims在学习过程中，通过谈论家庭成员及工作情况，学会热爱生活和关心他人。

二、教学重难点能在学习有关打招呼、询问职业等信息的表达方式的基础上进行对话操练三、教学方法听说法、视听法、交际法四、教具多媒体、职业图片五、教学过程Ⅰ. Leading-inGreet students with “How are you?”, “Welcome to my English class.” And lead to one of the key sentences in this Section “Glad to meet you.”Ⅰ. Presentation1. Asks students some questions about jobs：“what do I do?”and “what do you do?” to lead to the jobs of teacher and students, and then show some pictures of different kinds of jobs and learn the new words: farmer, nurse, doctor, driver, cook,office and worker. And the key sentences: ---what does she/ he do?--- He/She is...2.Exercise 1: After learning the new words of jobs, students should match the names of jobs with the phonetic symbols respectively.3.Exercise 2: Students should fill in the blanks of some sentences:E.g. My father works on a farm. He is_______.He drives a taxi. He is ______To find out the other expression to ask someone’s job: what is she/ he? And the rulesof word formation: farm--farmer, drive--driver, work--worker, etc.Ⅰ. Practice1. Give the pictures of jobs to some students and ask and answer with“what do you do? I am...” one by one.2. Complete 1c.Give students some time to make up conversations with“what does she/he do? She/He is...” And ask some pairs to practice.3.Two groups ask with“What does she/ he do?” and the other two groups answer with“She/ He is...” according to the picures of jobs teacher holds.Ⅰ. Consolidation1. Show the first picture of 1a and ask students to predict the content of 1a. Students should answer the following two questions after listening to the tape:Who is the woman in the picture?Where are they?2.Explain the key point in the first conversation: be home3.Read after the tape.4. Show the second picture in 1a and learn the new words: father, mother and parents. And then asks students to complete the table in 1b which is about the jobs of Kangkang’s and Michael’s parents when listening to the the second conversation.5. After checking the answers, students are asked to ask and answer according to the information in the table.6. Read after the tape7. Try to retell 1a according to the key words provided. 8. Complete 2 and check the answers Ⅰ. ProductionMake a survey and complete the table, and then write a short passage and report.Ⅰ. SummaryAsk students to sum up what they have learned today. Ⅰ. Homework六、板书设计 1.—What does she/ he do? = What is she/he? —She/ He is...—What do you/ they do?— 2.farm+ er= farmer teach+ er= teacher work+ er= worker drive+ r= driver act+or= actor。