英语教案外研版七年级上册同步备案module2

Module2MyfamiIyUnit1Isthisyourmum?【知识目标】Key,father,grandfather,grandmother,grandparent,mother,parent,sister,son,uncle,these,they,mum,dad,who,woman,husband,th

Keyphrases:infrontof,ontheleft,ontheright,nexttoKeysentences:(1)Whatabigfamily!(2)Aretheseyourgrandparents?(3)Thewomannexttoherismydad'ssister,myauntLiz.【能力目标】能够听懂有关家庭介绍的简短对话,辨认对话中的人物关系;能用指示代词来介绍自己的家庭及询问他人的家庭情况

【情感目标】培养对家庭的热爱和对家庭成员的关心重点:掌握本单元的重点词汇、短语、句型和语法难点:训练学生的听说能力教学过程♦Step1LeadinginLookatthepictureandtalkaboutTony'sfamily.Askstudentstopointtothepeopleandmakesentences.SI:ThisisTony's...S2:TheseareTony's...•••Listenandcheck(V)inActivity1thepeopleTonymentions.时直观的图片观察和所提供的目标词汇,让学生充分熟悉本单元的重点词汇，为后面的活动作准备;听力活动可以检查学生识别听力i♦Step2ListeningClosethebookandlistencarefully:.听第一遍录音完成下面问题(1)HowmanypeoplearethereinTony'sfamily?(2)WheresTony'smother?.听第二遍录音完成下面问题Choosethecorrectanswers.(1)LindaisTony'ssister/cousin.(2)LizisTony'smother/aunt.(3)PaulisTony'sdad/uncle.(4)MikeisTony'scousin/brother.教学过程.听第三遍录音完成句子(1)Tony?sdad'sparentsareonthe.(2)ThewomannexttoLingling,smotherisTony's(3)TheboyinthefrontofPaulisPaul,s.设计意图训练学生从听力^料中获取细节信息的能力,把对话中的主要信息设计成阅读任务,锻炼了学生的听力，促进了学生听力水平的提高。♦Step3ReadingandsayingReadthedialogueandactoutthedialogue(workinpairs).Remembersomeimportantsentences.(1)Whatabigfamily!(2)Aretheseyourgrandparents?(3)Thewomannexttoherismydad'ssister,myauntLiz.Workingroups.Showyourfamilyphototootherstudents.Askandanswerquestionsaboutyour

family.SI:Isthisyourdad?S2:No,itisn,t.That,smyuncle.SI:Aretheseyourgrandparents?S2:Yes,theyare./No,theyaren?t.设计意图是掌握重点短语;一是掌握含有才旨不代词的句型并学会运用指示代词;二是通过用对话的方式，巩固课堂知识。♦Step4BlackboarddesignUnit1Isthisyourmum?(1)Whatabigfamily!(2)Aretheseyourgrandparents?(3)Thewomannexttoherismydad'ssister,myauntLiz.♦Step5PracticeI.用所给词的适当形式填空Jim,sfamily(be)verybig.Three(woman)areontherightoftheroad.Mr.Smarthastwo(son).一Aretheseyour(daughter)?—Yes,theyare.TheyareAlan,s(cousin),BillandTom.H.完成句子.——那是你的妹妹吗？——不是的。—Isyoursister?—No,it.教学过程.他的家庭多么大啊！Whathehas!.——这是你的祖父母吗？——是的，他们是。

一Are?

一Yes,theyare.

4.这是一张埃米家的全家福。ThisisAmy，sfamily.5.紧挨着我的那位妇女是我的姑姑。Thewomanmeismy.III.单项选择()1.Thosearemy.A.parentB.brotherC.sistersD.son()2.OurfamilyChinese.A.isB.amC.areD.have()3.一Arethoseyoursons?—Yes,.A.sheisB.heisC.thoseareD.theyare()4.—Hello,ismysister,Betty.一Hi,Betty.Nicetomeetyou.A.thisB.theyC.itD.he()5.Myfatherisinfrontme.A.ofB.onC.inD.at答案:I.1.is2.women3.sons4.daughters5.cousins1.that;isn?t2.abigfamily3.theseyourgrandparents4.afamilyphotoof5.nextto;aunt1—5CCDAA♦Step6HomeworkRememberallthenewwordsandexpressionswe'velearnedtoday.2.PreviewUnit2.教学反思

课题Unit2Thesearemyparents.教学目标【知识目标】Keywords:bus,station,hospital,driver,manager,nurse,policeman,we,an,job,at,hotel,police,theatre,actor,sameKeyphrases:busstation,policestation,busdriver,hotelmanagerKeysentences:(l)ThisisTony'sfather.(2)TheseareBetty'sparents.⑶She'sanEnglishteacherataschool.(4)What?syourmother，sjob?(5)Myfather'sjobisatapolicestation.Heisapoliceman.【能力目标】能够读懂并书写介绍人物职业和工作地点的简短文章【情感目标】促使学生了解各自的家庭成员，促进家庭和睦,提高用英语交流的能力教学重难点重点:掌握本单元的重点词汇、短语、句型和语法难点:训练学生的阅读分析能力和解决问题的能力教学过程♦Step1Leadingin.Labletheplacesinthepictureswiththewordsandexpressionsfromthebox.T:Askthestudentstomatchtheplacesandpicturesindividually,andthencheckwithapartner.Ss：・・..LabelthepeopleinActivity1withthewordsandexpressionfromthebox.T:Askthestudentstomatchthepeopleandpicturesindividually,andthencheckwithapartner.Ss:...设计意图通过让学生把单词和图片匹配,帮助学生认识表示场所的单词,帮助他们在头脑中建立两者的联系,减少汉语的干扰;通过对职业的介绍,帮助学生构建一个认知领域,建立工作场所与职业之间的联系,为下一步语篇学习作好准备。老师通过问题导入新课。♦Step2阅读任务一FastreadingReadthepassageandanswerthequestion.(1)Whosefatheristhemanagerofatheatre?(2)WhatdoesTony'smotherdo?(3)Whosemotherisanurse?Ss:...设计意图培养学生在快速阅读中获取关键信息的能力。教学过程♦Step3阅读任务二CarefullyreadingReadthepassageandwritethelettersofthepicturesinActivity1.(l)TheseareBetty'sparents.(2)TheseareLingling'smotherandDarning'smother.(3)ThisisTony'sfather.(4)ThisisTony'smother.(5)ThisisDarning,sfather.(6)ThisisLingling'sfather.Ss:Lookthroughthequestionsandreadthetextcarefully.Thenchecktheiranswersinpairs.设计意图通过阅读和练习，使学生对文章内容有了更深一步的认识和理解。♦Step4阅读任务三Segmented(分段)readingReadthepassageandtranslatethesesentencesintoChineseandrememberthem.Learnhowtouse

“this,that,these,those”.(l)ThisisTony'sfather.

(2)TheseareBetty'sparents.(3)She,sanEnglishteacherataschool.(4)What'syourmothersjob?(5)Myfather'sjobisatapolicestation.Heisapoliceman.设计意巩固课堂知识,掌握关键句的理解，使学生知道如何运用指示代词，同时提高了学生的阅读分设计意图析能力。♦Step5BlackboarddesignUnit2Thesearemyparents.

(l)ThisisTony'sfather.(2)TheseareBetty'sparents.⑶She'sanEnglishteacherataschool.⑷What'syourmother"sjob?(5)Myfather,sjobisatapolicestation.Heisapoliceman.

♦Step6PracticeI.根据句意及汉语提示完成单词Jackisthe(经理)ofahotel.Theyarebus(司机).BettyandLucyareinthe(相同的)school.Sheworksinthe(医院).Sheisanactoratthe(居U院).教学过程II.用所给词的适当形式填空(this)areLucy,sparents.Thisisaphotoof(Lily)family.Therearemany(woman)intheroom.Isyourunclea(work)?What?syour