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外研版 (新标准)七年级上册Unit 2 These are my parents.教学设计
展开Book 1 Module 2 My Family
一、 教学内容：Unit2 These are my parents
二、 课型：Reading and writing
三、 教学目标：
1.To read the passage aloud and find specific information about people
2.To learn some key words and useful expressions
3.To write personal information using punctuation (capital letters and full stops) correctly
四、 教学重难点：
1、能阅读和介绍人物职业和工作地点的简短文章。
2、能写出简短的句子来介绍家庭成员，并能正确运用大小写以及句号。
3、能运用指示代词和名词所有格，运用人称代词的主格形式和形容词性物主代词。
五、 教学准备：
课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。本课指导学生通过阅读获取信息，培养学生阅读技能。在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯穿整个教学过程。因此，本节课需准备：PPT课件、挂图、录音机、课堂练习表格、奖品.
六、 预习要求：
根据音标自学本课新单词；
七、 教学过程：
教学 步骤 | 教师活动 | 学生活动 | 设计意图 |
Step One Warming-up (5’)
| 1.Lead in Look and say : Look at a picture and say: Who’s this? This is … What’s your father’s / mother’ job ? He/She is …
2．Work in pairs Ask the students to make dialogues with partners according to activity 6 . 1.What’s your father’s name? 2 What’s your father’s job? 3 What’s your mother’s name? 4 What’s your mother’s job?
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Look at a picture and answer the questions according to the picture .
Make dialogues with their partners according to the activity 6 . 1 What’s your father’s name? 2 What’s your father’s job? 3 What’s your mother’s name? 4 What’s your mother’s job?
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通过看图片回答问题，引导学生回顾上节课的内容并引入这一课的相关内容。 通过这个环节，.能从说句子中考验学生对知识的掌握程度，还训练了学生的反应。并在无形中培养学生大胆说英语的习惯。 |
Step Two Pre- reading (5’)
| 1、Label the places in the pictures with the words and expressions from the box . 2、Label the people in Activity 1 with the words and expression from the box.（activity 2）
| 1、 Label the places in the pictures with the words and expressions from the box . Then check . 2、 Label the people in Activity 1 and then check . | 引导学生标注课文图片中的工作地点和职业,在学习新单词的同时还能通过图片让学生进一步了解相关职业。为学生扫清阅读障碍。 |
Step Three While- reading (18’)
| 1. Scanning (1)Ask students to scan the passage and write the letters of the pictures in Activity 1.
2. Skimming Ask students to skim the passage and complete the table in Activity 4.
3.Careful reading. (1)Paragraph 1.2 ①Choose the best answers T: Please read paragraph1.2 and choose the best answers in groups.
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1.Scan the passage and write the letters of the pictures in Activity 1.
2.Skim the passage and complete the table in Activity 4.
①Read paragraph1 and choose the best answers in groups.
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要求学生快速阅文章，完成相关任务，帮助学生理解课文内容。
通过学生快速阅读，培养学生获取主旨的能力。并进一步理解文章的内容， 为进一步学习做好铺垫。
让学生带着任务（问题）去阅读课文，去找答案，有助于学生更加准确地获取信息，提高阅读效果和技能。学生通过分层次阅读文章，获取具体信息，把知识点和课文理解在分段学习得以突破。
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1) Betty is from ______. A. America B. England C. China 2) Betty’s mother works at a _. A. hotel B. school C. theatre 3) Daming’s father is ________. A. a nurse B. a policeman C. an actor | |||
②Organize some students to come to the blackboard and show out some difficult language points that they found in these paragraphs.
(2)Paragraph 3-4: ①Read paragraph 3-4 and check the true sentences .
| ②Some students come to the blackboard and show out some difficult language points that they found in these paragraphs.
①Students check the true sentences about paragraph 3-4 also correct the wrong sentences
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1. Tony is from England. 2. Tony’s mother teaches Chinese at a school. 3. Lingling’s mother works at a but station. | |||
②Organize some students to come to the blackboard and show out some difficult language points that they found in these paragraphs . |
②Some students come to the blackboard and show out some difficult language points that they found in these paragraphs . | ||
Step Four Post- reading (10’) | 1. Organize the Ss to introduce Betty, Daming, Tony and Lingling with the information in the table in Activity 4. 2. Activity 6: Have the Ss to work in pairs, asking and answering the questions. 3. Writing（Activity 5） ①Look at the sentences and underline capital letters and full stops . ②Ask some students to show out their answers . ③explain the use of capital letters and full stops . | 1. Introduce Betty, Daming, Tony and Lingling with the information in the table in Activity 4 one by one. 2. Asking and answering the questions in pairs in Activity 6. Then introduce their partner’s father and mother. 3. Show out their answers and take a note.
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通过完成课后练习加强对刚学课文内容的巩固同时也学习了大写字母和句号的用法。 |
Step Five Summary（1’） | 1.Get the students to sum up the language points. T: What have we learned today? Ss:…… 2. Let the students to choose the best team in this lesson. | 1.Sum up the language points.
2.To choose the best groups. | 引导学生对这节课的总结，让学生做自由发言，培养学生自主学习，自主总结的良好学习习惯。 简短的评价使学生的课堂表现得到肯定并且可以激励学生的学习兴趣，树立学习英语的信心。 |
Step Six Home- work （1’） | Write down your family (30-50字). a big/small family, there are, people, grandma, grandpa, mother, father, uncle, aunt, sister, brother, cousin, job, worker, teacher.
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Finish the homework and review the new words and expressions .
| 课后作业有助于学生巩固已学的知识，写作是阅读的拓展，让学生最终掌握语言，实践运用语言。 |
八、 板书设计：
Module2 My Family 小组评价
Unit 2 These are my parents T1 T2 T3
Work in pairs.
This is …
She/He is from …
My mother is…
My father’s job is …
She/He works at …
达标训练题
一、根据句意写单词。
1. Dad’s mum is a nurse. She’s at a _______.
2. My dad is a ______. He works at a school.
3. Daming’s uncle is a manager. He works in a ____.
4. Linda is my mother’s sister, she is my ____.
5. My father is a _________. His job is at a police station.
二、用所给单词的适当形式填空。
1. There ____ (be) 30 students in my class.
2. We see many ______ (doctor) in the hospital.
3. How many ______ (person) are there in your family?
4. He is Tom. Give ____ (he) the English book.
5. This is ______ (Betty) family picture.
三、句型转换。
1. There are 5 people in my family.（变为一般疑问句并作肯定回答）
__ ___ 5 people in your family ?
Yes, there is.
2. These are Betty’s grandparents.（就划线部分提问）
______ grandparents are these?
3. He is a doctor.（用a teacher改为选择疑问句）
__ he a doctor __ __ _______?
4. Thank you for your help.（改为同义句）
Thank you for _______ ___.
5. Is this your grandmother?（作肯定回答）
Yes, _ __.
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