外研版初中英语七年级上册 Module 2 My family精品教案Word格式.docx
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教师活动
学生活动
说明或
设计意图
Step1.Warmingup
.T:
Hello,everyone.Let’senjoythevideo.
Playthesongof"
Ilovemyfamily"
onthescreen.Letthestudentswatchthem.Afterenjoyingthevideo,askthemtoanswersomequestions.
T:
Whatisthesongabout?
S1:
Aboutfamily.
Whatcanyourememberaboutthesong?
S2:
mother,father,brother...
Doyouenjoyit?
Ss:
Yes,Ido.
Doyouloveyourfamily?
YesorNo?
Yes.
ThenlettheSslookatsomepicturesaboutfamilies.
Doyouhaveahappyfamily?
yes,Ido.
Teachershowsppt”familymeans:
fatherandmotherIloveyou.”
WatchandenoythesongIlovemyfamily”thenanswertheteacher’squestions:
Rememberafewsomewordsaboutfamily,suchasfather,mother,son,…
lookatsomepicturesaboutfamilies
Knowthemeaningoffamily:
familymeans:
让学生在欣赏我爱我家的歌曲中复习与记住几个有关家庭人员的单词,同时明白这模块的主题就是有关家庭的话题。
以歌曲形式激发他们学习兴趣,及时对他们进行情感教育,family,就是爸爸、妈妈、我爱你的意思。
激发他们热爱家庭的情感。
为下面谈论家庭的内容做好准备。
Step2Leadin
2.Review:
Readthewordsandexpressionsloudly
aunt[ɑ:
nt]
brother[`brʌð
ə]
cousin[`kʌzn]
daughter[`dɔ:
tə]
family[`fæ
mili
Andmakeadialogueacordingss’family.………………
.Readthewordsandexpressionsloudly
aftertheteacherthenremberthewordsinheart.
Dopairworktotalkabouttheirownfamilylike:
1.—Howmanypeoplearethereinyourfamily?
—Therearethree/four…
2.___Whoarethey?
____Theyaremyfather,mymother…..
3.—Haveyougotany…?
—Yes,Ihave.I’vegot…His/Her
nameis…Theirnamesare…
No,Ihaven’t.
帮助学生复习与掌握本单元的词汇,接着用刚学的词汇以对话的形式谈论自己的家庭,既巩固词汇又学以致用,以便更好地学习接下去的内容。
Step3Lookandsay(activities1,2).
3.Leadthestudentstosaythemembersoffamilylikethis
4.Lookatthepicture.TalkaboutTony’sfamily.
ThisisaphotoofTony’sfamily.ThisisTony’s…
5.Listenandcheck()inActivity1thepeopleTonymentions.
首先根据呈现的家谱,再次说出家庭人员的英语名称。
接着看图,学生两人一组,谈论Toney的家庭人员。
再请一两组到课堂展示。
学生听录音核对听到的人物。
通过说的练习让学生充分熟悉本模块的重点词汇,为后面的活动做好充分的准备。
再通过听来核对听到的人物,训练学生识别听力语段中单词的能力。
Step4Listenandanswer(activities3\4)
3.Listenthetextandchoosethecorrectanswer.
(1)Playthetapeandhavethemreadandfollowtherecording.
(2)Askthestudentstoreadthroughtheconversationindividually.Thenchoosethecorrectanswer.
Checktheanswers
4.Underlinethecorrectwords.
先读题,进行预测
个体活动,听录音,选出正确答案。
两人一组核对答案,然后全班核对答案。
跟录音读对话
借助手势表演出对话的内容。
读完对话后选出活动4中短文中的正确的单词。
训练学生从听力材料中获取有关信息的能力,以学生能够掌握对话中的主要信息为完成任务的标准。
Step5Languagepointsandgrammar
语言点:
ontheleft在左边,ontheright在右边,是表示方位的介词短语,“infrontof”,在……(范围之外的)前面,“inthefrontof”在……(范围之内的)前面,family,home和house的等重点词汇的用法与区别。
语法:
指示代词的用法:
This,these,that,those成为指示代词,用来指示或标示人或事物,其中,this和that为单数,these和those为复数。
另外,this和these用来指离自己较近的人或物,that和those用来指离自己较远的人或物。
例如:
Thisismybike,andthatisherbike.
Thesearemybooks,andthosearehisbooks.
当指示代词所指的事物已确定时,后面的指示代词指人时用he,she,they来代替,指物时用it和they来代替,如:
Isthisyourbook?
Yes,itis.
Aretheseyouruncles?
No,theyaren’t
学习本单元的重点词汇与语法,认真听与做笔记。
学习与掌握单元重点词汇与语法
Step6
pronunciationandpractice
1.Pronunciation&
speaking
2.Askthestudentstotalksomethingaboutthepicturelikethese:
A:
Isthisyoursister?
B:
Yes,itis.
Aretheseyourgrandparents?
Yes,theyare.
Isthisherhusband?
No,that'
sher…
3.DoaQuiz
一、单词练一练
1.祖父;
外祖父gr_nd_ather
2.祖母;
外祖母g_andm_ther
3.父亲fa__er
4.母亲moth__
………….
二、根据首字母完成单词。
1.Itisap____ofTony’sfamily.
2.Howm___peoplearetherein
Lingling’sfamily?
三、从方框中选出合适的词填空。
herweourmyhisshehe
Myname’sRebecca.Theseare___friends.Therearefromdifferentcountries.SusanisAmerican.___fatherisadoctor.Mikeisn’tChinese.___isEnglish.___motherisateacher.___is___Englishteacher.___areherstudents.
Listenandrepeat
Freetalk:
Talkaboutyourfamily
Howmanypeoplearethereinyourfamily?
Thereare…
Isthisyourdad?
No,itisn’t.That’smyuncle.
Aretheseyourgrandparents?
Yes,theyare./No,theyaren’t.
独立思考
做练习
通过口头与笔头进行练习,使学生进一步巩固与掌握所学知识。
Step7Homework
1.Rememberallthenewwords
andexpressionswe’velearnedtoday;
2.Writesomethingaboutyourfamily
byusingwordswe’velearnedtoday
3.Topreviewthenewwordsand
expressionsinunit2;
4.Topreviewthepassageinunit2.
Blackboarddesign
Module2Myfamily
1.Newwords:
family,father,mother,daughter,
son,left,right,woman…
2.Isthisyour…?
Yes,…
3.指示代词的用法
课后反思
Unit2Thesearemyparents.
multi-media
1.Languagefocus语言目标
a.Wordsandphrases生词和短语:
busstationhospitalhotelpolicetheatreactordrivermanagernursepolicemanweanjobatsame
1.busstation2.policestation3.busdriver4.ataschool
b.Keysentences重点句子
1.Whatisyourfather'
sjob?
2.Mymotheristhemanagerofatheatre.
2.Abilitygoals能力目标
EnableSstoknowtheoccupationnames.
3.Learningabilitygoals学能目标
Helpstudentsaskandanswerabouttheirfamily'
soccupation.
说话时要尊重对方,令对方感觉舒适,以培养良好的合作关系。
了解家庭人员的工作情况。
1.thejobsandworkplaces.2Theuseof"
thepossessivecaseofnouns"
Theuseof"
1、充分利用学生已有知识和经验,创设生活化的真实情境和半真实情境,引导学生在运用语言中学习语言,然后在学习新的语言知识后创造性地运用语言.(为用而学,学了就用)
2、开展各种任务教学活动,给学生提供交流合作的空间和时间,促使学生为完成任务和同学进行合作,为完成任务进行探究学习。
Step1
ReviewandLeadin
1.Showapictureaboutfamilyandreviewtheimportantpointsinunit1.
2.thenmatchthepeople.
3.Showapictrueandleadthesstotalkaboutatthepictrueaboutfamilywiththeimportantpointsinunit1
4.leadthesstodescriblethepicturewiththeimportantpointsinunit1
1.Watch,talkanddopairwork
2.MatchthewordsinBoxAwiththewordsinBoxB.
3.Talkaboutatthepictrueaboutfamilywiththeimportantpointsinunit1.
4.Todescriblethepicturewiththeimportantpointsinunit1.
以看图说话的形式复习上一个单元的重点词汇与句型,在复习的过程中引入本节课的话题:
jobsandworkplaces.
Step2learntheplacesandthejobs.
1.TeachthenewwordswhileShowingppts
Places:
hospital,hotel,school,busstation,theatre
Jobs:
doctor,nurse,hotelmanager,teacher,driver,actor…
What’shis/her/theirjob?
Apliceman.adoctor,ateacher,…………
S:
Apliceman,doctor,ateacher,…………
T;
Wheredoeshe/shework?
Atapolicestation,ahospital,aschool……..
S:
Atapolicestation,ahospital,aschool
2.Lookandsaythejobsandworkplaces.ofthepeopleinafamily.
3.Matchthejobstotheworkplaces.
1.Watchandreadthewordsaboutjobs:
Answertheteacher’squestions:
What’shis/her/…job?
Wheredo/doesthey/he/she…work?
He/She…works/workinahospital/busstation…
2.Lookatthepictrueandsaythejobsandworkplaces.ofthepeopleinafamily.
Who’sthis?
Itismyfarher.
What’syourfather’sjob?
Heisaworker.
Wheredoeshework?
Heworksinafactory.
Who’sthat?
It’smymother.
………
用鲜明生动词与词之间又有联系的图片教学新词及本单元的重要句型,使学生更形象更深刻地掌握所学内容。
再用看图说话的形式,操练刚学的词汇与句型,使学生对所学内容得到进一步的加深与掌握。
Step3activity1&
2
1.Wheredotheywork?
Labeltheplacesinthepictureswiththewordsandexpressionsfromthebox.
2.LabelthepeopleinActivity1withthewordsandexpressionfromthebox
3.Teachthedifficuiltandimportantphranesinthepassage.
1.LabelthepeopleinActivity1withthewordsandexpressionfromtheboxthenchecktheanswers.
2.LabelthepeopleinActivity1withthewordsandexpressionfromtheboxnextchecktheanswers.
3.learnthedifficuiltandimportantphranesinthepassage.
为下面的阅读从词汇,短语和话题上做准备,解决阅读中可能出现的有关职业与场所的词汇问题,同时建立场所与职业之间的联系。
Step4Readandanswer(activity3&
4)
3.ReadthepassageandwritethelettersofthepicturesinActivity1.
4ListenandCompletethetable
Giveaexampleandmakesurethessknowhowtodoit.
Playtherecordingforthesstwice-fourtimes.
Checktheanswerswiththess.
Checktheanswerswiththeirdeskmatesfirstthenwiththeteacher.
培养与训练学生在阅读中怎样获取细节信息的能力。
Step5
Practise&
languagepoints
LeadthesstoAskandansweraccordingthetableabove:
1.WhereareBetty’sparentsfrom?
2.What’sBetty’sfather’sjob?
3.What’sBetty’smother’sjob?
…
Languagepoits:
1.TheseareBetty'
sparents.这两位是贝蒂的父母。
Betty'
s意为“贝蒂的”。
这是一个名词所有格形式,表示人与事物的所有和所属关系.在句中作定语。
...
Answerthequestions:
1.TheyarefromAmerica.
TheyareAmerican
2.Heisanactor
3.Sheisthemanagerofatheatre.
Writedownthelanguagepoints:
及时根据短文信息表进行对话操练,帮助学生加深短文内容的掌握与本单元语法,句型的巩固。
Furtherpractice
Askthestodo:
1.pairwork.Lookatthepicturesandaskandanswer.
2.dogroupwork:
(1).Askaboutyourclassmates’familieswiththesequestionsandreport.
(2).Makenotes
(3.)
Leadthesstomakeareportlike:
ChenXinyin’sfather’snameisChen….HeisfromTangdong.Heisn’tateacher.Heisafarmer.Heworksont