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外研版初中英語七年級(jí)上冊(cè)《Module 2》模塊教學(xué)設(shè)計(jì)及練習(xí)題（含參考答案）





學(xué)科： 英語 年級(jí)： 七年級(jí)
名稱： 上冊(cè)Module 2單元教學(xué)設(shè)計(jì)
設(shè)計(jì)姓名：













Module 2 My family
學(xué) 科
英 語
年 級(jí)
七年級(jí)
設(shè)計(jì)者

教材版本
外研版
冊(cè)、章
上冊(cè)Module 2
模塊總課時(shí)
5
模塊主題

本模塊以“家庭”為話題，對(duì)于七年級(jí)的學(xué)生來說，他們?cè)诘谝荒K剛剛做了自我介紹，對(duì)彼此的了解還不是很深，同學(xué)們可以借助本模塊的話題做進(jìn)一步的了解，本模塊三個(gè)單元所設(shè)計(jì)的一系列活動(dòng)也都緊緊圍繞這一話題展開，激發(fā)了學(xué)生參與教學(xué)活動(dòng)的積極性。

課標(biāo)要求

《英語課程標(biāo)準(zhǔn)》(2011版)要求通過本模塊的學(xué)習(xí)能夠理解和運(yùn)用以“家庭”為話題的語言表達(dá)；理解“指示代詞”這語法項(xiàng)目并能在特定語境中使用。
教材分析

本模塊的第一單元主要側(cè)重對(duì)學(xué)生聽說能力的培養(yǎng)，本單元以討論Tony的全家福開始進(jìn)行“說”的訓(xùn)練，并延伸到學(xué)生介紹自己的家庭，全體學(xué)生都會(huì)在活動(dòng)中受到充分的聽說訓(xùn)練。第二單元?jiǎng)t注重對(duì)學(xué)生讀寫能力的培養(yǎng)，以建立家長(zhǎng)與教師的聯(lián)系檔案為主線，提高學(xué)生的閱讀能力，并能寫關(guān)于自己家庭的簡(jiǎn)單介紹。第三單元從聽說讀寫四個(gè)方面培養(yǎng)學(xué)生綜合語言運(yùn)用能力。

學(xué)情分析

對(duì)于初一的學(xué)生來說，他們?cè)谏弦荒K中剛剛作了自我介紹，同學(xué)之間的了解還不是很深，本模塊的話題“家庭”正好迎合了學(xué)生們想進(jìn)一步相互了解的心理。學(xué)生對(duì)這個(gè)話題應(yīng)該很感興趣，而且本模塊的活動(dòng)圍繞著詢問他人的家庭和介紹自己的家庭展開，讓學(xué)生有了學(xué)習(xí)語言的動(dòng)機(jī)。
本模塊從談?wù)撘粡埲腋ｉ_始，介紹了表示家庭成員的單詞；對(duì)話內(nèi)容圍繞著玲玲詢間托尼的家庭情況展開，介紹了人物之間的關(guān)系，同時(shí)也呈現(xiàn)了英語中詢問他人家庭情況的語言。學(xué)生能夠在真實(shí)的語境中感知目標(biāo)語言的用法。
模塊目標(biāo)

本模塊的任務(wù)是讓學(xué)生寫一段短文來介紹自己家庭，這就要求學(xué)生能夠正確使用大小寫和標(biāo)點(diǎn)(句點(diǎn))。第二單元的相關(guān)活動(dòng)為任務(wù)的順利完成作好了鋪墊。認(rèn)真落實(shí)好任務(wù)開始之前的每個(gè)活動(dòng)，以便學(xué)生能夠順利地完成任務(wù)，體驗(yàn)成功。
本模塊的學(xué)習(xí)會(huì)讓學(xué)生了解到不同國(guó)家中不同的家庭結(jié)構(gòu)。由于班級(jí)內(nèi)可能會(huì)有來自單親家庭的學(xué)生，教師在授課時(shí)要注意保護(hù)學(xué)生，不要傷及學(xué)生的自尊，同時(shí)要注意培養(yǎng)學(xué)生的移情能力。











第一課時(shí)主題
Mars-a popular planet
課時(shí)內(nèi)容
文本聽力材料
補(bǔ)充聽力材料:
火星或?qū)⒊蔀樘仗綔y(cè)“主力場(chǎng)”----《環(huán)球閱讀》
第三課時(shí)主題
Universe-a Numinous Place.
課時(shí)內(nèi)容
《小王子》內(nèi)容簡(jiǎn)介視頻
課內(nèi)文本材料
補(bǔ)充聽力文本材料：Is There Life in Outer Space
第五課時(shí)主題
Scientists and astronauts — Honorable groups
課時(shí)內(nèi)容
文本對(duì)話材料
補(bǔ)充視頻材料：中國(guó)航天員第二次出倉










外研版七年級(jí)英語上冊(cè)
〖Module 2 My family學(xué)習(xí)主題〗


第一課時(shí)主題
Tony's family
課時(shí)內(nèi)容
文本聽力材料
補(bǔ)充聽力材料:
《績(jī)優(yōu)學(xué)案》Module 2測(cè)評(píng)卷聽力第11—15小題

第三課時(shí)主題
Learning demonstrative pronouns
課時(shí)內(nèi)容
家庭圖片
課內(nèi)文本材料
補(bǔ)充聽力文本材料：《績(jī)優(yōu)學(xué)案》Module 2測(cè)評(píng)卷聽力第II題
16—20小題

第二課時(shí)主題
My family
課時(shí)內(nèi)容
分享自己的全家福并簡(jiǎn)單介紹

第四課時(shí)主題
Describing parents' jobs
課時(shí)內(nèi)容
補(bǔ)充材料：學(xué)生自帶全家福
學(xué)生描述自己家人的職業(yè)及工作地點(diǎn)

第五課時(shí)主題
Talking about the families around the world
課時(shí)內(nèi)容
文本材料
補(bǔ)充視頻材料：Family members



課標(biāo)話題
個(gè)人情況主題中子主題學(xué)校信息
模塊學(xué)習(xí)主題
Family and jobs.
Unit1: 主題
Describing your family members

Unit2: 主題
Describing jobs and work places

Unit3：主題
Language in use











第一課時(shí)主題
Mars-a popular planet
課時(shí)內(nèi)容
文本聽力材料
補(bǔ)充聽力材料:
火星或?qū)⒊蔀樘仗綔y(cè)“主力場(chǎng)”----《環(huán)球閱讀》
第三課時(shí)主題
Universe-a Numinous Place.
課時(shí)內(nèi)容
《小王子》內(nèi)容簡(jiǎn)介視頻
課內(nèi)文本材料
補(bǔ)充聽力文本材料：Is There Life in Outer Space
第五課時(shí)主題
Scientists and astronauts — Honorable groups
課時(shí)內(nèi)容
文本對(duì)話材料
補(bǔ)充視頻材料：中國(guó)航天員第二次出倉








模塊學(xué)習(xí)規(guī)劃
課時(shí)
學(xué)習(xí)目標(biāo)
學(xué)習(xí)重點(diǎn)
學(xué)習(xí)難點(diǎn)
學(xué)習(xí)活動(dòng)
學(xué)習(xí)評(píng)價(jià)
第一
課時(shí)

本節(jié)課主要能聽說認(rèn)讀家庭成員的名稱并能靈活運(yùn)用，this is句型。會(huì)聽懂who’s that?句型。
1. To listen and understand familiar topic
2. To learn some key words and useful expressions

The use of "this, that, these, those"

收集每個(gè)學(xué)生的家庭照片，并針對(duì)照片進(jìn)行展示的方式引導(dǎo)學(xué)生熟練掌握本課學(xué)習(xí)的家庭成員的稱謂。通過圖片引導(dǎo)法，激發(fā)學(xué)生興趣。
Help students ask and answer about their family
To choose the best groups.

第二
課時(shí)

檢查學(xué)生對(duì)上節(jié)課的重點(diǎn)單詞和短語的理解和掌握情況。學(xué)習(xí)相關(guān)方位介詞的應(yīng)用。
熟練掌握家庭成員相關(guān)單詞以及指示代詞和方位介詞短語的用法。this, these.和that, t
hose. On the left.
1. Is this your family? Yes, it is 2.what a big family.
My mom’s parents are on the left.
用PPT分別呈現(xiàn)同學(xué)們的家庭照片,并逐一對(duì)照片里人物的位置關(guān)系進(jìn)行介紹,通過這樣的方式使學(xué)生更易掌握方位介詞及方位介詞短語。
采取小組成員互評(píng)，互幫，利用兵教兵實(shí)現(xiàn)學(xué)生之間的共贏。
第三
課時(shí)

能閱讀介紹人物職業(yè)的簡(jiǎn)短文章，能寫出有關(guān)職業(yè)的簡(jiǎn)短句子
本節(jié)課需要學(xué)生能夠掌握重點(diǎn)的詞匯和詞組并能正確運(yùn)用
How to use what they have learnt to introduce others’ jobs
在教學(xué)活動(dòng)中，教師充分分利用黑板、投影儀、多媒體等輔助教學(xué)，來增加教學(xué)的直觀性和和趣味性。
采用過程性評(píng)價(jià)有針對(duì)性的對(duì)學(xué)生的學(xué)習(xí)過程進(jìn)行評(píng)價(jià)
第四
課時(shí)

能分清大小寫及正確使用符號(hào)，能運(yùn)用所學(xué)知識(shí)向朋友咨詢情況，介紹自己和家人的職業(yè)
本節(jié)課需要學(xué)生們正確使用名詞所有格
How to use what they have learnt to introduce others’ jobs
在教學(xué)活動(dòng)中中遵循主體性原則，生活化原則，拓展延伸原則。教師組織以
學(xué)生為中心的課堂活動(dòng)，激發(fā)學(xué)生的學(xué)習(xí)熱情和學(xué)習(xí)興趣
采用終結(jié)性評(píng)價(jià)對(duì)學(xué)生每節(jié)課學(xué)習(xí)內(nèi)容進(jìn)行評(píng)價(jià)，了解學(xué)生對(duì)被內(nèi)容的具體掌握情況
第五
課時(shí)

1．Show a picture of Chibi Maruko's(櫻桃小丸子的) family and ask students to introduce each person in the picture.
2．Ask students to make dialogues about Chibi's family.

1．Introduce each person in the picture.
2．Ask students to make dialogues about Chibi's family.

learn to use the pronouns：this，that，these，those.

Students make dialogues about Chibi's family
通過櫻桃小丸子 的圖片激起學(xué)生的學(xué)習(xí) 興趣，我回答問題， 引入本課教學(xué)主題 .

課時(shí)教學(xué)流程設(shè)計(jì)
第一課時(shí)“Is this your mum?”教學(xué)流程
步驟
過程
教師活動(dòng)
學(xué)習(xí)活動(dòng)
評(píng)價(jià)要點(diǎn)
設(shè)計(jì)意圖
DELC4
預(yù)備激活先期知識(shí)
Step1
進(jìn)入情境 了解主題（Lead-in
1. Ask students to listen to the song I Love My Family.2. Ask students questions about the song.
3. Ask students to look at some pictures about family ask students to read the words loudly.

4. Teach students the meaning of family: " Family means:father and mother I love you. "
(1)What is the song about?About family.
(2)What can you remember about the song?
Mother ,father ,brother...
aunt/а:nt/ brother daughter, family/ 'f?mli/ cou??n



通過跟唱歌曲導(dǎo)入新課，到最后的語言輸出都在培養(yǎng)學(xué)生的綜合語言運(yùn)用能力。
此環(huán)節(jié)通過聽歌曲迅速并有效進(jìn)入進(jìn)入主題，歌曲的跟唱和師生對(duì)話為接下來的活動(dòng)做了一定的鋪墊。

明確目標(biāo) 激活已知（Pre-listening/reading）
Step 3:Reading

1. Play the reording of Activity 3 and let students listen tothe tape carefully.

2.Play the tape ask students to listen and repeat.Pay attetion to the pause and intonation.

3. Ask students to read the passage,work in pairs and find out the difficulties.

4. Explain the dififiluies to the students.

5. Ask students to read through the passage.
1. Listen to the tape then choose the best answer.
( )1. Is Tony’s family big or small?
A. Yes, it is B. It’s big C.It’s small
( )2. How many uncles does Tony’s have?
A. One B. Two C. Three
( )3. Does Tony have a sister?
A. Yes, he does. B. No, he doesn’t C. Yes, he is.
2. Listen and complete the passage.
Tony has a ________ family. His father’s parents are on the ________ and his mother’s parents are on the __________. Mike and Helen are Tony’s cousins and they’re _____________. Paul is Liz’s ___________.
3. Let the students open their books ,then read the conversation after the tape.
4.Ask some groups act out the conversation.
5. Look Tony’s family again. Understand the phrases “on the left” “on the right” “next to” and “in front of”.

考查學(xué)生聽后提取信息的能力和理解語篇的能力，學(xué)生再次理解對(duì)話并輔助學(xué)生鍛煉通過自己的理解將對(duì)話改變?yōu)槎涛牡哪芰Α?br /> 讓學(xué)生掌握家庭成員的詞匯，如果面對(duì)的學(xué)生水平較高，可進(jìn)行此環(huán)節(jié)以提高學(xué)生對(duì)聽力材料進(jìn)行細(xì)節(jié)把握。
DELC5
獲取新的知識(shí)
Step3

學(xué)習(xí)理解 梳理文本（While-listening/reading）
Now look at the photo of Tony's family. Let's know his family members, OK?

T: Now look at the photo of Tony's family. Let's know his family members, OK?
Lead the students to say the members of family like this:
此環(huán)節(jié)通過師生互動(dòng)，引導(dǎo)學(xué)生對(duì)自己家庭照片進(jìn)行表達(dá)，注重指示代詞的運(yùn)動(dòng)。
通過問答形式鍛煉了學(xué)生的反應(yīng)能力，通過活動(dòng)學(xué)生會(huì)更愛自己的家庭成員，同時(shí)也提高了學(xué)生的情商。
Step4

語言操練 實(shí)踐運(yùn)用（Exercises）
Ask a student to show a photo of her family that she has preparAnd then I will ask her some questions:
“ Is this your father?”“Is this your sister?” “ Are these your grandpatents?”
1. Ask a student to show a photo of her family that she has prepared. And then I will ask her some questions:
“ Is this your father?”“Is this your sister?” “ Are these your grandpatents?”…….
2. Work in pairs. Show each other the family photo. Ask and answer questions about the family.
3. Ask some pairs to act it out.

充分發(fā)揮學(xué)生在課堂上的主體地位。
利用合作探討的形式來提高學(xué)習(xí)效率，同時(shí)教師精講也是高效課堂和新課標(biāo)要求。
DELC6
深度加工知識(shí)
Step5
遷移應(yīng)用 解決問題
（Post-listening/reading）
（補(bǔ)充材料繼續(xù)探究主題）

Choose the best answer.
( )1. _______ is a photo of my family.
A. This B. That C. Those D. These
( )2. Look! What’s _______ in the sky. It looks like a kite.
A. this B. that C. these D. those
( )3. Is this your father? ---- ________
A. Yes, it is. B. Yes, he is. C. No, he is. D. No, this isn’t
( )4. Are these your grandparents? Yes, ________.
A. these are B. these aren’t C. they aren’t D. they are
( )5.My father’s mother is my_______.
A. aunt B. sister C. grandmother D. grandfather
( )6. Tony’s parents are _____ the left.
A. in B. on C. to D. of
( )7. There is a tree ______ front of the classroom.
A. in B. on C. to D. of
( )8. Those _____ my grandparents.
A. is B. are C. am D. am
( )9. Ling is next _______ Tony.
A. in B. on C. to D. of
( )10. That _______ Betty’s father.
A. is B. are C. am D. am



注重小組內(nèi)成員的互評(píng)，利用兵教兵實(shí)現(xiàn)學(xué)生之間的共贏。



利用當(dāng)堂檢測(cè)，測(cè)試卷檢測(cè)學(xué)生掌握的程度。

作業(yè)設(shè)計(jì)


Step 3: Homework

1. Learn the new words and expressions by heart

2. Write a brief introduction about your family with these new words and expressions.
板書設(shè)計(jì)



Unit 1 Is this your mum? family, father, mother, daughter, son
This is a photo of Tony's family. This is Tony s
教學(xué)反思


本節(jié)課是同學(xué)們?cè)陬A(yù)備模塊中剛剛作了自我介紹，同學(xué)之間的了解還不是很深，本模塊的話題“家庭”正好迎合了學(xué)生們想進(jìn)一步相互了解的心理。學(xué)生對(duì)這個(gè)話題應(yīng)該很感興趣，而且本模塊的活動(dòng)圍繞著詢問他人的家庭和介紹自己的家庭展開，讓學(xué)生有了學(xué)習(xí)語言的動(dòng)機(jī)。







第二課時(shí)“Is this your mum?”教學(xué)流程
步驟
過程
教師活動(dòng)
學(xué)習(xí)活動(dòng)
評(píng)價(jià)要點(diǎn)
設(shè)計(jì)意圖
DELC4
預(yù)備激活先期知識(shí)
Step1
進(jìn)入情境 了解主題（Lead-in

Play the tape and check the answer
Step 1: Have a dictation
Get students to write the words and phrases learned in the last class, check them if they have grasped them
通過聽寫，孩子們對(duì)家庭成員的詞匯大部分已掌握，但daughter,husband錯(cuò)誤較多。


突破詞匯關(guān)：以單詞為突破口，培養(yǎng)學(xué)生的自主學(xué)習(xí)能力。
Step2

明確目標(biāo) 激活已知（Pre-listening/reading）
Show a photo of a famous person's family

Step 2: Warming-up

1. Watch two pieces of videos a)come and see my family b)the meaning of a family.

2. Show a photo of a famous person's family, introduce the family members to students with sentence structures.

This/That is. These/Those are on the left/right in front of. next to
通過大量的語言訓(xùn)練，促進(jìn)學(xué)生將所學(xué)知識(shí)轉(zhuǎn)化為言語技能，并通過多種形式的交際活動(dòng)，將言語技能逐步發(fā)展為初步的交際能力。

既激發(fā)學(xué)生的學(xué)習(xí)興趣，又使學(xué)生熟練語言技能，發(fā)展語言能力
DELC5
獲取新的知識(shí)
Step3

學(xué)習(xí)理解 梳理文本（While-listening/reading）
1.Show the photo of Tony’s family and introduce all
members to students.
2.Show the points to the class, and explain the difficulties
3.Have the students read it again
Step 3: Listening and reading
Show the photo of Tony’s family and introduce all
members to students.
2. Ask students to listen, and then read the conversation in
Activity 3 silently.
3. Ask students to read it again and underline the key pointswith partners.
4. Show the points to the class, and explain the difficulties
5. Have them read the conversation aloud. Then act it out
6. Choose the correct words, and then check the answers.
7. Have the students read it again and underline the correct words in Activity 4.
8. Check the answers.
Keys: (1)right (2)left (3)in front of (1) brother
對(duì)課本聽力內(nèi)容進(jìn)行整合,低起點(diǎn)，多層次設(shè)計(jì)聽力內(nèi)容，由易到難，層層遞進(jìn)，活用聽力素材。
對(duì)課本聽力內(nèi)容進(jìn)行整合,低起點(diǎn)，多層次設(shè)計(jì)聽力內(nèi)容，由易到難，層層遞進(jìn)，活用聽力素材。
Step4

語言操練 實(shí)踐運(yùn)用（Exercises）
1.Play the recording in Activity 5
2.Play the recording again
Step 5: Pronunciation
1. Play the recording in Activity 5 and ask the students listen

2. Play the recording again and ask the whole class to repeat

　　通過大量的語言訓(xùn)練，促進(jìn)學(xué)生將所學(xué)知識(shí)轉(zhuǎn)化為言語技能。

通過多種形式的交際活動(dòng)，將言語技能逐步發(fā)展為初步的交際能力。
DELC6
深度加工知識(shí)
Step5
遷移應(yīng)用 解決問題
（Post-listening/reading）
（補(bǔ)充材料繼續(xù)探究主題）

Step 6: Speaking
Work in pairs. Show the family photo. Ask and answer questions about the family
-Is this your dad?
No, it isnt. Thats my uncle
Are these your grandparents?
Yes, they are. /No, they arent
通過練習(xí)使學(xué)生掌握本單元的詞匯和語音。


通過同桌問答方式使學(xué)生掌握所學(xué)的語法句法重要的是在交際中學(xué)會(huì)自我介紹和獲取細(xì)節(jié)性信息。

作業(yè)設(shè)計(jì)


Step 7: Homework
1. Remember all the new words and expressions
2. Write an introduction about your fami ily with the words and expressions in Unit 1
3. Preview the new words and expressions in Unit
4. Preview the passage in Unit 2
5. Finish off the workbook exercises.


板書設(shè)計(jì)


Blackboard Design
Unit 1 Is this your mum? 句型
1. a photo of 1. Is this your family?
2. on the left Yes, it is.
3. on the right 2. What a big family!
4. next to 3. My mum's parents are on the left.
5. In front of 4. Those are Pauls son and daughter.

教學(xué)反思

首先，我充分挖掘教材，活用教材中提供的各種素材，在分析學(xué)生的認(rèn)知能力和需求的基礎(chǔ)上，低起點(diǎn)，多層次設(shè)計(jì)教學(xué)環(huán)節(jié)，在課堂教學(xué)中運(yùn)用自主學(xué)習(xí)、結(jié)對(duì)學(xué)習(xí)和小組合作互助學(xué)習(xí)，力求打造自主、互助、學(xué)習(xí)型課堂。在教學(xué)設(shè)計(jì)上遵循先機(jī)械性操練，再學(xué)以致用的思路，引導(dǎo)學(xué)生“學(xué)了就用”。



第三課時(shí)“ These are my parents. ”教學(xué)流程
步驟
過程
教師活動(dòng)
學(xué)習(xí)活動(dòng)
評(píng)價(jià)要點(diǎn)
設(shè)計(jì)意圖
DELC4
預(yù)備激活先期知識(shí)
Step1
進(jìn)入情境 了解主題（Lead-in）
1．Show a picture of a family or a family tree，each family member wearing a different working uniform.
2．Ask students to introduce the family by using the expressions in Unit 1.
3．Ask students some questions about family members' jobs.
What does he/she do?
Jobs ：doctor，nurse，hotel manager，teacher，driver，actor…
4．Show the pictures of different jobs and working places and ask students to match.
Places：hospital，hotel，school，bus station，theatre…
①Show a photo of the teacher. And say ,I’m a teacher and it’s my job.
②Ask the ss what jobs they know.

課堂是師生情感的交流，思想的對(duì)話。當(dāng)教師從神圣的“講臺(tái)”走向?qū)W生的心靈，變知識(shí)擁有者、講解者為學(xué)生學(xué)習(xí)的引路人、活動(dòng)的組織者，課堂將會(huì)充滿生機(jī)和活力;當(dāng)課堂教學(xué)打破程式化的條條框框和刻板的、完成任務(wù)式的一個(gè)接一個(gè)環(huán)節(jié)的機(jī)械模式，活動(dòng)就變得自然、親切，在豐富的教學(xué)情景中讓身臨其境的人感受到生活化的氣息
以自由談話，學(xué)生討論自己知道的工作
Step2

明確目標(biāo) 激活已知（Pre-listening/reading）
1．Ask students to read the words and expressions in Activity 1.
2．Ask students to label the places with words and expressions.
3．Check the answers.
Keys：a－h(huán)ospital；b－bus station；c－theatre；d－school；
e－police station；f－h(huán)otel
4．Have the students read the words and expressions in Activity 2 and look at the pictures，and then label the people with the words and expressions in Activity 1.
5．Check the answers.
Keys：a－nurses　b－bus driver　c－actor
d－teacher　e－policeman　f－manager
①Show some jobs on the screen.
②Add a new pattern:
When I grow up, I want to be a ....
possible answers:
S1:worker
S2:doctor
S3:policeman...

教師為不同層次的學(xué)生提供各種語言訓(xùn)練的機(jī)會(huì)，讓他們不斷體驗(yàn)參與的樂趣和成功的喜悅，充分調(diào)動(dòng)學(xué)生的學(xué)習(xí)積極性，課堂教學(xué)就會(huì)活潑而高效;當(dāng)教師時(shí)時(shí)帶著微笑，處處鼓勵(lì)學(xué)生，充分體現(xiàn)民
主的意識(shí)和寬容之心，課堂便會(huì)輕松。
對(duì)學(xué)生進(jìn)行頭腦風(fēng)暴，為學(xué)習(xí)新知做好鋪墊，并引發(fā)學(xué)生對(duì)未來的思考。

DELC5
獲取新的知識(shí)
Step3

學(xué)習(xí)理解 梳理文本（While-listening/reading）
1．Play the recording of Activity 3 and let students listen to the tape carefully.
2．Play the tape，ask students to listen and repeat.Pay attention to the pause and intonation.
3．Ask students to read the passage，work in pairs and find out the difficulties.
4．Explain the difficulties to the students.
5．Ask students to read through the passage.
①Show pictures one by one with a sentence.
②Ask the ss ,What is his/her job? Where does he/she work?
③Check the new words.

關(guān)注學(xué)生的發(fā)展是現(xiàn)代教育的核心理念，是教學(xué)的出發(fā)點(diǎn)和落腳點(diǎn)。然而關(guān)注學(xué)生決不意味著漠視教師，相反，對(duì)教師的教學(xué)素養(yǎng)提出了更高的要求，因?yàn)榻處煹挠^念、行為、人格對(duì)學(xué)生的發(fā)展有著重要的影響。有的教學(xué)效果。


通過呈現(xiàn)圖片直觀自然地掃除生詞障礙。

Step4

語言操練 實(shí)踐運(yùn)用（Exercises）
Read and answer：
(1)Betty's parents work in a ________.
(2)Lingling's mother and Daming's mother are________.
(3)Tony's father is a ________，his mother is a ________.
(4)Daming's father is a ________.
(5)Lingling's father is a ________.
Keys：(1)theatre　(2)nurses　(3)manager　(4)teacher
(5)policeman　(6)bus driver
1. The ss read the passage quickly and then decide T or F.and then try to correct them.2.
①Read the passage carefully and fill in the form.
②Check their work in groups.
③Answer in sentences.
3. ①Learn the new grammar.
②Practise the following patterns: This is....These are....
4. Choose one of the bubbles and try to role play.

教育思想、教學(xué)水平、特別是教材的把握和處理、教學(xué)活動(dòng)的安排和組織、學(xué)生學(xué)習(xí)積極性的調(diào)動(dòng)、教學(xué)過程中應(yīng)對(duì)各種實(shí)際情況的機(jī)智、自身的英語功底(包括語音語調(diào))等等無一不影響著教學(xué)的過程和成效，影響著學(xué)習(xí)者的情緒。
讓學(xué)生運(yùn)用速讀閱讀策略，快速閱讀文本，找出答案。仔細(xì)閱讀獲取細(xì)節(jié)信息。在語境中學(xué)習(xí)本課語法和核心句型。利用角色扮演的活動(dòng)，和思想泡泡的形式對(duì)課文進(jìn)行復(fù)述課文。

DELC6
深度加工知識(shí)
Step5
遷移應(yīng)用 解決問題
（Post-listening/reading）
（補(bǔ)充材料繼續(xù)探究主題）
(1)These are Betty's parents.________
(2)These are Lingling's mother and Daming's mother.________
(3)This is Tony's father.________
(4)This is Tony's mother.________
(5)This is Daming's father._______
(6)This is Lingling's father.________

１.Show time.
①Work in pairs and introduce family members with each other.
②Introduce family member and their jobs to the whole class.
2.Ask the ss to think about what every letter in the word family stands for.
3.Homework Showing time

語言訓(xùn)練是知識(shí)轉(zhuǎn)化為能力，預(yù)設(shè)目標(biāo)轉(zhuǎn)化為實(shí)際效果的有效途徑，只有堅(jiān)持大容量、快節(jié)奏、多形式的訓(xùn)練，才能逐步提高學(xué)生的語言運(yùn)用能力?？梢哉f語言操練成為教學(xué)過程的主旋律是一堂好課的重要標(biāo)志。


讓學(xué)生明白家這個(gè)詞的真正含義，也更愛自己的父母。聯(lián)系生活實(shí)際，產(chǎn)生情感共鳴。


作業(yè)設(shè)計(jì)


Homework
1．Learn the new words by heart.
2．Read the passage in groups.
3．Finish off the workbook exercises.

板書設(shè)計(jì)


Unit 2　These are my parents.(Activity 4－Activity 6)
hospital(doctor，nurse)
hotel(manager)
theatre(actor)
school(teacher)
bus station(bus driver)
police station(policeman)
教學(xué)反思

本節(jié)課整體推進(jìn)比較順利，完成度較好?，F(xiàn)將本節(jié)課反思如下：一、有趣又自然的導(dǎo)入非常關(guān)鍵。以頭腦風(fēng)暴的方式導(dǎo)入，學(xué)生能很快的答出并且很快的進(jìn)入本節(jié)課中，由老師的職業(yè)，自然的想出很多種職業(yè)，貼近生活，同時(shí)引入新句型，引發(fā)學(xué)生對(duì)未來的思考，即我以后想干什么呢。接著呈現(xiàn)新單詞并板書，為學(xué)習(xí)課文掃清障礙。循序漸進(jìn)的這種導(dǎo)入方式為課文學(xué)習(xí)做了充足的鋪墊。二、閱讀的重要性。快速的整體閱讀文章，要求默讀并且快速的閱讀，并進(jìn)行簡(jiǎn)單的判斷正誤，由此對(duì)文章有了大致的了解。














第四課時(shí)“ These are my parents. ”教學(xué)流程
步驟
過程
教師活動(dòng)
學(xué)習(xí)活動(dòng)
評(píng)價(jià)要點(diǎn)
設(shè)計(jì)意圖
DELC4
預(yù)備激活先期知識(shí)
Step1
進(jìn)入情境 了解主題（Lead-in）
Review
1．Read the passage in Activity 3 and answer the questions.
(1)How many students are there in the passage?
(2)Who are they?
2．Ask students to read again and tick T or F.
(1)These are Betty's parents.They are actors.(　　)
(2)This is Tony's mother，she is an English teacher.(　　)
(3)This is Daming's father.He works at a hotel.(　　)
(4)This is Lingling's father.He works at the bus station.(　　)
(5)Daming's mother and Lingling's mother are at the same hospital.(　　)
3．Check the answers.
Keys：(1)F　(2)T　(3)F　(4)T　(5)T
①Show a photo of the teacher. And say ,I’m a teacher and it’s my job.
②Ask the ss what jobs they know.

語言操練首先應(yīng)圍繞教學(xué)內(nèi)容，著力于提高學(xué)生的語言能力而展開，任何非語言的活動(dòng)都不可能替代。聽課中常發(fā)現(xiàn)一些相關(guān)但無效的學(xué)生活動(dòng)大量占據(jù)課堂，如聽指令做動(dòng)作，對(duì)學(xué)生而言，只是動(dòng)肢體，如能邊做邊說，就有利于英語學(xué)習(xí);還有各種游戲，稍不注意，就會(huì)喧兵奪主，把練英語的真正目的淡化了。因而，無論采用什么形式，訓(xùn)練的目的指向應(yīng)始終聚焦在學(xué)生真正練英語，提高能力這一關(guān)鍵點(diǎn)上。
通過播放有關(guān)職業(yè)的視頻，激起學(xué)生的學(xué)習(xí)趣。通過觀察和回答問題，引入本課教學(xué)主題。
Step2

明確目標(biāo) 激活已知（Pre-listening/reading）
Have a dictation
Get the students to write the words and phrases in Unit 2，check them if they have grasped the usages of the points.
①Show some jobs on the screen.
②Add a new pattern:
When I grow up, I want to be a ....
possible answers:
S1:worker
S2:doctor
S3:policeman...

教學(xué)目標(biāo)是統(tǒng)領(lǐng)一堂課的導(dǎo)航燈，是教學(xué)的指南。只有目標(biāo)明確，教學(xué)才能有序、高效地進(jìn)行。
教學(xué)目標(biāo)一要體現(xiàn)整體性，兼顧語言知識(shí)、能力和情感，當(dāng)然可根據(jù)實(shí)際相對(duì)側(cè)重;二要體現(xiàn)可行性，從教學(xué)內(nèi)容和學(xué)生的實(shí)際出發(fā)，讓學(xué)生跳一跳，摘得到，激發(fā)好奇心和學(xué)習(xí)積極性，同時(shí)兼顧學(xué)生差異;三要體現(xiàn)準(zhǔn)確性，對(duì)不同的知識(shí)和能力應(yīng)有不同的學(xué)習(xí)要求，不能面面俱到卻蜻蜓點(diǎn)水，使教學(xué)走過場(chǎng)。
通過此環(huán)節(jié)的一系列活動(dòng)，學(xué)生練習(xí)了表示家庭成員和職業(yè)的詞匯，同時(shí)也練習(xí)了找示代詞和形容詞性物主代詞，互相糾正又培養(yǎng)了學(xué)生的合作意識(shí)和互相幫助意識(shí)。
Step3

語言操練 實(shí)踐運(yùn)用（Exercises）
Practice
1．Have a reading competition.Let two students read the passage in Activity 3 and see who reads better.
2．Ask the students to read the passage again and complete the table in Activity 4.
3．Check the answers：


Betty
Daming


Father
actor
theatre
policeman
police station
Mother
manager
theatre
nurse
hospital

①Show pictures one by one with a sentence.
②Ask the ss ,What is his/her job? Where does he/she work?
③Check the new words.

1、學(xué)習(xí)目標(biāo)明確，符合新課程要求的三維目標(biāo)且符合這一班學(xué)生的實(shí)際。
2、教學(xué)中在設(shè)計(jì)、實(shí)施、內(nèi)容符合課程目標(biāo)，包含若干有效教學(xué)的要素，有目的性，有明確的學(xué)法指導(dǎo)。
3、內(nèi)容具體，重點(diǎn)、難點(diǎn)突出，能抓住關(guān)鍵

充分發(fā)揮學(xué)生在課堂上的主體地位，利用合作探討的形式來提高學(xué)習(xí)效率，同時(shí)教師精講也是高效課堂的精髓和新課標(biāo)的要求。
DELC6
深度加工知識(shí)
Step4
遷移應(yīng)用 解決問題
（Post-listening/reading）
（補(bǔ)充材料繼續(xù)探究主題）
Writing
1．Look at this sentence in Activity 5.

Now underline capital letters and full stops.
(1)These American teachers are in China.
(2)I'm Betty and I'm thirteen years old.
(3)This is a photo of Ms Li.
2．Answer the questions in Activity 6 with complete sentences.
(1)What's your father's name？My father's name is…
(2)What's your father's job？________________
(3)What's your mother's name？________________
(4)What's your mother's job？________________
Now check capital letters and full stops.
1. The ss read the passage quickly and then decide T or F.and then try to correct them.2.
①Read the passage carefully and fill in the form.
②Check their work in groups.
③Answer in sentences.
3. ①Learn the new grammar.
②Practise the following patterns: This is....These are....
4. Choose one of the bubbles and try to role play.






1、教學(xué)過程思路清晰，課程結(jié)構(gòu)嚴(yán)謹(jǐn)，教學(xué)密度合理。
2、傳授知識(shí)的量與訓(xùn)練能力的度適中，突出重點(diǎn)、突破難點(diǎn)。





利用當(dāng)堂檢測(cè)試卷來檢測(cè)學(xué)生掌握的程度，過程中注重小組內(nèi)成員的互評(píng)，利用“兵教兵”實(shí)現(xiàn)學(xué)生之間的共贏。

作業(yè)設(shè)計(jì)

Homework
1．Finish the writing task.
2．Finish the workbook.
板書設(shè)計(jì)


Unit 2　These are my parents.(Activity 4－Activity 6)
1．These American teachers are in China.
2．I'm Betty and I'm thirteen years old.
3．This is a photo of Ms Li.
教學(xué)反思

對(duì)學(xué)生進(jìn)行細(xì)讀指導(dǎo)，完成表格，獲取細(xì)節(jié)信息。在此基礎(chǔ)上對(duì)文章進(jìn)行復(fù)述，鞏固內(nèi)化生詞和核心句型。并引發(fā)學(xué)生思考，無論父母做什么工作，都很辛苦，以及作為子女我們應(yīng)該怎么辦。提升學(xué)生解決實(shí)際問題的能力。讓學(xué)生在潛移默化中接受積極的思想教育與熏陶。一、注重課堂的落實(shí)。在每一個(gè)環(huán)節(jié)完成后，都要有相應(yīng)的檢驗(yàn)標(biāo)準(zhǔn)，了解學(xué)生的掌握度及聽課效率。以便及時(shí)調(diào)整教學(xué)策略，爭(zhēng)取提高學(xué)生的參與度與掌握程度。二、課堂指令用語一定簡(jiǎn)短明確，不能太長(zhǎng)。學(xué)生聽到立馬能理解能執(zhí)行，提高學(xué)生的參與度與活躍率，這樣才能取得良好的教學(xué)效果。






第五課時(shí)“ Language in use ”教學(xué)流程
步驟
過程
教師活動(dòng)
學(xué)習(xí)活動(dòng)
評(píng)價(jià)要點(diǎn)
設(shè)計(jì)意圖
DELC4
預(yù)備激活先期知識(shí)
Step1
Warming－up
1．Show a picture of Chibi Maruko's(櫻桃小丸子的) family and ask students to introduce each person in the picture.
2．Ask students to make dialogues about Chibi's family.

Warming－up
1．Introduce each person in the picture.
2．Ask students to make dialogues about Chibi's family.


Students make dialogues about Chibi's family
通過櫻桃小丸子 的圖片激起學(xué)生的學(xué)習(xí) 興趣，我回答問題， 引入本課教學(xué)主題 .
Step2

1．To learn to use the pronouns：this，that，these，those.
2．Ask students to pay attention to words in bold.

Language practice
1．
Is this your family?
Yes，it is.
Are these your grandparents?
Yes，they are.
Who's this?
That's my dad.
Those are Paul's son and daughter.
My dad's parents are on the right.


learn to use the pronouns：this，that，these，those.

通過復(fù)習(xí)，可以彌補(bǔ)前幾節(jié)課中比較沉默的學(xué)生，讓他們也得到充分展示的機(jī)會(huì)，體驗(yàn)成功的快樂
DELC5
獲取新的知識(shí)
Step3

1.Ask students to look at the pictures and talk about the families in Activity 1
2．Let the students look at the picture and complete the sentences with this，that，these or those in Activity 2.
3．Have the students read the sentences and try to complete them.

Practice 1
1．Ask students to look at the pictures and talk about the families in Activity 1.
(1)Ask and answer about Picture 1：
A：Is this Lily's family?
B：Yes，it is.
A：Is Lily's father a doctor?
B：Yes，he is.
A：Is Lily's mother a doctor?
B：No，she isn't.She is a nurse.
A：What is her grandfather's job?
B：He's a farm worker.
(2)Then ask and answer about Picture 2 and 3.
(3)Have students write sentences for these three pictures.
(4)Ask some students to show their answers，then check.
Keys：
Picture 1
This is Lily's family.Her father is a doctor and her mother is a nurse.Her grandfather is a farm worker.
Picture 2
This/That is Jack's family.His father is a farm worker and his mother is a teacher.His uncle is a bus driver.
Picture 3
This/That is Li Ming's family.His father is an actor and his mother is a manager.His aunt is a nurse.
(5)Have the students read the sentences aloud.
2．Let the students look at the picture and complete the sentences with this，that，these or those in Activity 2.
3．Have the students read the sentences and try to complete them.
(1)________ are my sons，Tom and Alex.________ is our dog.
(2)________ is my uncle.He's a bus driver.
(3)—Is ________ man a doctor?
—Yes，he is.
(4)—Are ________ girls students?
—Yes，they are.
4．Check the answers.
Keys：(1)These；This　(2)That　(3)that　(4)those
5．Ask the students to read the sentences.

By looking at the picture and completing the sentences with this，that，these or those to use.
充分發(fā)揮學(xué)生在課堂上的主體地位，對(duì)話利用合作的方式來提高學(xué)習(xí)效率.
Step4

Practice 2
1．Revise the usage of apostrophe(') to show possessive of nouns.
2．Have the students read the sentences in Activity 3.
3．Ask the students to ask and answer like this：
A：What's Tony's father's job?
B：He's an actor.
A：Is Tony's father a manager?
B：No，he isn't.
A：What is your father's job?
B：My father is a(n)…
4．Ask some groups to show in class.
5．Let students write sentences and check the answers.

Practice 2
1．Revise the usage of apostrophe(') to show possessive of nouns.
2．Have the students read the sentences in Activity 3.
His father is a hotel manager.(Tony)
Tony's__father__is__a__hotel__manager.
(1)Her parents are teachers.(Sarah)
(2)His parents are shop workers.(Wang Hui)
(3)His mother is a nurse.(Daming)
(4)Her father is a bus driver.(Lingling)
3．Ask the students to ask and answer like this：
A：What's Tony's father's job?
B：He's an actor.
A：Is Tony's father a manager?
B：No，he isn't.
A：What is your father's job?
B：My father is a(n)…
4．Ask some groups to show in class.
5．Let students write sentences and check the answers.
Keys：
(1)Sarah's parents are teachers.
(2)Wang Hui's parents are shop workers.
(3)Daming's mother is a nurse.
(4)Lingling's father is a bus driver.

Revise the usage of apostrophe(') to show possessive of nouns.

老師通過復(fù)習(xí)名詞所有格精講也是高效課堂的精髓和新課標(biāo)的要求.
DELC6
深度加工知識(shí)
Step5
1．Have the students read the words in Activity 4.
2．Have the students match the words in Box A with the words
3．Ask them to share their answers.Then check them.
4．Let students read and remember them.
5．Have students read the words in the box and the passage in Activity 5.
6．Ask students to complete the passage with the correct form of the words from the box.
7．Check the answers.
8．Ask students to read the passage aloud.
Homework
(m)
1．Revise all the key points in this module.
2．Finish the workbook.
（chose）
3．Finish the writing.
4．Revise the whole module.

Practice
1．Have the students read the words in Activity 4.
2．Have the students match the words in Box A with the words in Box B.
3．Ask them to share their answers.Then check them.
Keys：
　A　　　　B
he　　　　his
I　　　　my
it　　　　its
she　　　　her
they　　　　their
we　　　　our
you　　　　your
4．Let students read and remember them.
5．Have students read the words in the box and the passage in Activity 5.
he，her，his，my，we，our，she，their
Hello！My name is Amy.These are (1)________ friends.(2)________ names are Jack，Lily and Mike.Jack is American.(3)________ father is a doctor.He is (4)________ family doctor.Lily isn't American.(5)________ family is Chinese.Mike isn't Chinese.(6)________ is English.Mike's mother is a teacher.(7)________ is our English teacher.(8)________ are her students.
6．Ask students to complete the passage with the correct form of the words from the box.
7．Check the answers.
Keys：(1)my　(2)Their　(3)His　(4)a　(5)Her　(6)He
(7)She　(8)We
8．Ask students to read the passage aloud.

Revise all the key points.



利用當(dāng)堂檢測(cè)來檢測(cè)學(xué)生掌握的程度，過程中注重小組內(nèi)成員的戶型，利用兵教兵實(shí)現(xiàn)學(xué)生之間的共贏.

作業(yè)設(shè)計(jì)

1．Revise all the key points in this module.
2．Finish the workbook.
3．Finish the writing.


板書設(shè)計(jì)

Blackboard Design
Unit 3　 Language in use
1．There are thirty students in my class.
2．—Are there computers on everyone's desk?
—No，there aren't.
3．—Is there a map of the world?
—No，there isn't.
4．How many students are there in your class?
5．The library is on the left of the playground.
6．Her father is an actor English teacher.
7．His father's job is a manager.
8．My father's name's…


教學(xué)反思
本節(jié)課為復(fù)習(xí)課，采用主題教學(xué)法和任務(wù)型教學(xué)法，通過老師在教學(xué)中創(chuàng)設(shè)教學(xué)情境來復(fù)習(xí)單詞，短語和語法，通過圖片，黑板，多媒體等輔助教學(xué)，以高復(fù)現(xiàn)，快節(jié)奏，低臺(tái)階，大容量和勤反饋的特點(diǎn)來組織教學(xué)活動(dòng)，通過師生對(duì)話，生生對(duì)話，互幫互助，歸納總結(jié)來完成本模塊所學(xué)知識(shí)，任動(dòng)的設(shè)計(jì)以學(xué)生為主體，充分體現(xiàn)學(xué)中用，用中學(xué)，同時(shí)體現(xiàn)了課標(biāo)中用英語做事情的思想。

英語朗讀寶
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