7B第二单元2教案Word格式.docx

1、（3） Little Tom has problems with his homework.（4） Grandma chen is sick these days.帮助学生用课文里学到的表达方式回答：（1） Hes going to ask a comp engineer to check his computer.（2） Shes going to ask someone to fix it.（3） Some college students will help him.（4） Some people will visit her and do some shopping for her.S

2、tep II 呈现1、教师为学生创设情境，其噶他们用will和shall来表达自己的观点。 What will you do if you have problems with your homework? 教师在黑板上写下句型 I will/shall ，启发学生根据实际情况来回答。2、教师引导学生通过黑板上的例句来理解本课时语法项目。What do we use will or shall to talk about? 教师启发学生根据例句尝试自行总结，或者让学生看A部分中的说明并告知学生用法。 We use will or shall to talk about things that

3、will happen and plans that were making now. this is an example of the simple future tense. 并用汉语加以解释。3、利用黑板上的例句，教师可以继续呈现。 If someone has problems with his or her homework, he or she will ask the teacher for help. He or she wont copy the others answers. Whatll you do? Will you ask your teacher for hel

4、p? Will you r parents help you? 帮助学生回答Yes, I will/shall. No, I will/shall not. Yes , they will. No, they will not.将这些句子都写在黑板上并呈现will not 和 shall not的缩写形式。4、指导学生认真阅读A部分，并介绍will和shall的用法。What do we use for “I” or “we”? What do we use for “he”, “she”, “it” and “they”? 指导学生发现will和shall的区别。5、指导学生看A部分，鼓励他

5、们自主探究并总结变化规则。 How do you make negative sentences? Can you tell me how to ask and answer questions?Step III 操练1、指导学生完成A部分中的练习，巩固所学知识。2、安排学生朗读对话。3、教师为学生提供更多情境，两人一组来问答，练习用will和shall来表达。 If I cannot find the way, what shall I do? If your mother is tired, whatll you do? If youre ill, Whatll your best fri

6、end do?B simple future tense with be going toStep I presentation1、教师通过语言描述学生创设情境，教师说：Do you think community centres are helpful? I think they are. The community centre in my neighbourhood is going to have a “helping hands” meeting the day after tomorrow. Im going to teacher children English songs. M

7、y daughter is going to dance for the old people. My parents are going to cook some delicious food. 将这些内容中的be going to句型写在黑板上，板书the day after tomorrow。2、接着教师引导学生看黑板上的例句并引导他们理解be going to的用法。启发学生自我总结或看B部分的说明并告知学生用法。We use be going to talk about something we decide to do and things that will probably h

8、appen. 用汉语加以解释。3、创设情境与学生交流，呈现be going to的疑问句和肯定、否定回答，教师说： Are you going to join the “helping hands” meeting in your neighbourhood? Is your father going to do something for the old people? Whats he going to do? Whats your mother going to do? What are your neighbours going to do? 帮助学生用正确的方式回答以上问题，并将这些

9、问题写在黑板上4、指导学生看B部分，鼓励自主探究并总结变化规则。How do you make negative sentences?Step II 操练1、指导学生完成B部分的练习，巩固所学知识。Simon is telling Amy about his plan for a day out with his uncles family. Please help him complete his plan.板书make a fire.2、教师为学生提供更多的情景，让学生两人一组进行问答，练习be going to句型表达。如：What are you going to do for old

10、 people this Sunday? Whats your father/mother going to do for neighbours tomorrow?What are you going to do for poor child the day after tomorrow?Step III practice1、教师为学生提供更多练习，帮助学生理解与运用，教师说：Amy and her friendship are going to have some activities next Sunday. Read the table below and ask and answer

11、questions in a group of four.Name Activity All of them Have a big dinner together Daniel Buy a computer magazine Sandy See a film Kitty and Millie Visit some old people near the school 2、指导学生模仿上一环节的表格开展小组活动，交流各自周末的活动。Are you going to have any activities this weekend? Please discuss this in a group o

12、f four and complete the table.S1S2S3S43、学生讨论结束，贴好表格后，指导完成一份书面报告。Now you know your group members activities for this weekend. Please write a short report on them.Step IV 家庭作业1、 记忆本课所学的一般将来时的用法和表达方式。、2、 完成教师布置的相关练习。3、 预习integrated skills。练习设计1. 学弹钢琴很难。 to learn t0 play the piano. 2. 人们正在为春节做准备。 People

13、 the Spring Festivel.教后记Integrated skills1、 能掌握更多的职业和工作场所的名称。2、 能从听力材料中获取信息并完成任务。3、 能用所得信息将鱼片补充完整。4、 能运用正确的语句谈论自己的理想。manager office office worker policeman postman station police station post post office person job elder future artist sound sickby train/bus/ship/bike句型：What are you going to be in th

14、e future?Im going to be a computer engineer.1、 各种职业的任务图片2、 配套磁带或光盘提供一些小谜语让学生根据描述猜出职业名称，复习就只是，为本课时学习做准备。Now lets play a game. Here are some riddles for you. Can you tell me the name of the job? 如：They work in a school to help children learn.（teachers）They have special skills, such as making ships, pl

15、anes and other machines. （engineers）They make delicious food for people in restaurants. （cooks）教师与学生就周围不同人的职业进行交流，呈现新知识。Whats your fathers/mothers job? What does your father /mother do? 启发学生回答：My father /mother is根据学生的实际情况，教师适时向他们展示各种职业的名称。1、 指导学生完成A1部分的练习。2、 为学生播放录音，指导他们捕捉信息完成A2部分的表格。如需要可多播放几次。3、 通

16、过问答形式，与学生核对答案。Step IV 呈现1、再次为学生播放录音，指导他们回答问题。 lets listen to the tape once more and answer my questions about Wendy.Wheres her fathers police station?Wheres her mothers restaurant?Is her mother very busy?How does her elder brother go to work?How does her elder sister go to work?2、当教师发现学生理解有障碍时，可适时呈现

17、其中的新知识。教师板书：elderby bike by train Step V 操练1、为学生播放录音，指导他们完成A3部分的练习。2、指导学生两人一组交流短文内容，核对答案。组织集体朗读。Step VI 展示1、指导学生两人一组问答，互相询问各自父母的职业和工作场所。如What does your father/mother/mother/elder brother/ elder sister/uncle/aunt do?Where does he/she work?Wheres his/her ?How does he/she go to work?2、写一篇短文，介绍全家人的职业。B

18、speak up: what are you going to be in the future?Step I 呈现1、向学生展示各种职业的图片，讨论并导入本部分的话题。Look at these jobs. Are they interesting? Which is your favourite? 请同学回答，并在黑板上上写下future与句型is going to be in the future.2、再次交流，教师说：Which is your favourite job? Are you going to be . In the future? What are you going

19、to be in the future? Why? 如果有人回答一声，教师可以说：Oh, that soundst like a good idea. Its a good job because you can help sick people. I think youll be very helpful.板书sound和sick。1、介绍B部分的话题被容。Millie is talking with her classmates about their future jobs. Listen to their conversation and do the “true or false”

20、exercises. 听录音完成判断题。Daniel likes computers.（T）Millie is going to be a computer engineer. （F）Sandy is going to be an art teacher. （F）Simon is going to be a basketball star. （F）2、跟读录音内容。 Now please open your books. Report after the tape sentence by sentence. 如需必要可多几次。3、组织学生分角色朗读。Step III 展示1、将学生分为五组，鼓

21、励他们用学过的知识谈谈各自的理想工作。Now its your turn. Work in a group of five and make up a new conversation about your dream jobs.2、模拟B部分对话，用自己的信息替换部分内容，完成练习。也可发挥想象，添加自己的内容。3、给学生充分准备时间，然后选择能力不同的学生上台展示。1、 记忆本科所学词汇、词组和句型。2、 背诵B部分的对话。3、 能力较强的学生模仿B部分编写一段对话。4、 完成教师不知的书面练习。5、 预习study skills。1. you drive a car? No, I can

22、 t.A. Can B. Must C. May D. Would2. Who is boy in your class? Tony.A. tall B. taller C. tallest D. the tallest3. What did you do before you came here? I in a factory.A. worked B. am working C. will work D. work4. Robots the house for us in the future.A. clean B. cleaned C. will clean D. /5. Hello, m

23、ay I speak to Mr Green, please? Sorry. He a meeting. Can you call him later?A. has B. is having C. will have D. hadStudy skills1、 能了解朗读时常见的连读方式。2、 能使用正确的连读方式朗读句子。如何在朗读中正确时候用连读1、 配套磁带或光盘2、 图片、视频或音频片段1、播放一段英美人士说话的片段，让学生听听他们在说什么。2、学生反复辨听后，给学生提供文本，让他们朗读。启发学生发现两种朗读方式的不同，从而引导出英美人士说话时的连读现象。We often link so

24、unds together when we speak English. Can you find out the wayside of linking sounds together?3、教师呈现图片，引入本课内容。Look at this picture. What can you see? 学生回答：I can see an apple. 板书：an apple一家三口的图片：Look at the little boy. Hes tom. Who are these two people? They are toms father and mother. 板书father and mo

25、ther.几只狗和一条鱼的图片：Look at the dogs. Do they like eating fish? Of course not. They dont like eating fish. So they go away.板书go away4、教师指导学生正确朗读四组短语。启发学生发现连读的规律。阅读示例。We usually link a consonant sound with a vowel sound.When the first word with in r or re and the next word begins with a vowel sound, we j

26、oin them together with a /r/ sound between them.When there are two vowel sounds, we join them as if there were a /j/ or /w/ sound between them.When two consonant sounds of two words meet, we sometimes do not need to pronounce the first consonant sound.1、播放A部分录音。鼓励他们总结这一部分短语的发音符合哪一条规则。然后指导他们模仿朗读。Here

27、 are some phrases in Part A. please listen to the tape carefully and pay attention to the way the sounds are linked together.2、分别播放B、C、D部分录音，听总结规则，再模仿。3、两人一组互相纠正读音。Now please work in pairs. Read the sentences to your partner.1、 为学生提供更多短语，鼓励他们用本课时所学的连读方式朗读。2、 为学生提供更多句子，鼓励他们用本课时所学的连读方式朗读。3、 模仿英美人士说话片段

28、。4、 1、 选择教材中的一段文字，朗读并注意连读规则。2、 完成教师不知的相关联系。3、 预习task。1. did you have dinner last night? In a restaurant.A. Where B. Why C. When D. What2. There a pond with fish in my garden in 2006.A. is B. are C. was D. wereTask1、 能熟练运用本单元所学词汇、词组和句型组织语言。2、 能合理架构文章，介绍社区开展的活动。notice information below better anything group worry about 1、 稿纸。2、 配套磁带或光盘。S