仁爱科普版七年级上册Unit 3 Getting togetherTopic2 教案（表格式）

Unit 3 Getting Together
Topic 2 What does your mother do
教学内容分析及课时分配建议：
该话题主要学习表达家庭成员、职业、工作场所等与日常生密切相关的话题。Section A-B 介绍了表示职业和工作场所的交际句型 “What does she/he do ” “Where does she/he work ”, 并学习了简单的构词法；Section C主要通过家谱图来介绍家庭成员；，Section D 部分是对前三部分的总结和复习，并通过一篇阅读，来训练学生的阅读技能。本话题同样穿插了语音的学习板块，即字母组合所发的双元音音素 和辅音音素 。最后通过project的活动，综合本话题所学，使语言知识学以致用。
本话题建议用5个课时来完成：
第一课时：Section A 1a, 1b, 1c, 2
第二课时：Section A 3a, 3b Section B 1a,1b, 1c
第三课时：Section B 2, 3, 4 Section C 3a, 3b
第四课时：Section C1a, 1b, 1c, 2
第五课时：Section D Grammar& Functions, 1, 2a, 2b, Project
第四课时（Section C1a, 1b, 1c, 2）
教学设计思路：
本课通过对话呈现主要教学内容，学习有关家庭成员的词汇和询问、介绍家庭成员的表达法， 如：“Who’s the young woman in yellow ”, “She’s my aunt.”, “Is the young man in a green T-shirt your uncle ”, “Yes, he’s my uncle…”本课首先通过复习前两节课学习的有关职业的表达方式，即What/Where does he/she do He/She is a/an… /works …，为本课的学习做好语言上的铺垫。教师通过呈现自己的全家福，引入本节课的学习内容，然后看康康的全家福，并预测他的家庭成员分别是谁。通过阅读来完成相应的阅读任务，并核实读前预测的准确性。接下来完成1b的短文填空，训练学生信息转换的能力，检测学生对1a的理解，并巩固家庭成员的词汇。随后完成康康的家谱图，并制作自己的家谱图，以小组为单位介绍家庭成员、职业与工作场所，在家谱图及几个问题的帮助下，顺利转换到书面写作的任务中，当堂完成写作，并进行小组评价。至此完成本节课的学习。
I. Teaching aims
1. Knowledge aims:
（1）能够听懂、会说和会读表家庭成员的词汇，并能准确拼写。
（2）进一步学习询问家庭成员的表达法并复习询问职业及工作场所的表达法。
2. Skill aims:
(1) 能够听懂询问家庭成员的简单对话或叙述。
（2）能够根据图片对家庭成员这一话题进行谈论，并阅读理解文章大意。
3. Emotional aims:
（1）能够积极与同学合作，参与课堂活动，大胆实践。
（2）通过谈论家庭成员及工作情况，使学生学会热爱生活和关心他人。
4. Culture awareness:
了解中西方家庭成员的表达方式。
Ⅱ. The key points and difficult points
1. Key points:
（1）Words and expressions：aunt, uncle, brother, sofa, grandparent, cousin, daughter, tree, son, family tree
（2） Sentences: ①This is a photo of my family.
②---Who’s the young woman in yellow
---She’s my aunt.
③---Is the young man in a green T-shirt your uncle
---Yes, he’s my uncle, my father’s brother.
2. Difficult points：
通过家谱图了解家庭成员的称呼并学会家庭成员的表达。
III. Learning strategies
1. 培养借助问题来阅读理解故事大意的习惯，提高阅读理解的技能。
2. 培养学生对阅读材料进行寻读的技能。
3. 能够将所学的内容运用到实际的日常生活中。
IV. Teaching aids
录音机/多媒体/小黑板/图片
V Teaching procedures
Stage 1（5mins)： Revision
Step Teacher activity Student activity Designing purpose
1.(Class activity) Greet and warm up.T: Good morning! T:… Greet and warm up.Ss: Good morning! Ss:…
2.(Group work) Present some cards. T: There are some cards on the screen. What can you see in the card T: Yes, There is a name, a job, a workplace and so on. What does he do T: Where does he work T: Can you ask and answer like this Ask and answer the cards. S1: I can see a name, a telephone number S2: I can see a workplace. S3: I can see his/her job. …S4: He is a…S5: He works …S6: What does… do S7: He is a… S8: What does he work S9: He works… 复习职业及工作地点的表达法。
3.( Group work ) Ask the students to introduce their family’s jobs and workplaces. T: Class, would you like to introduce your family’s jobs and workplaces T: Well done! Go on, please. Introduce their family’s jobs and workplaces. S1: My father is a teacher. He teaches in a school. My mother is a nurse. She works in a hospital. S2: … 让学生介绍家庭成员的职业及工作地点。进一步复习职业及工作地点的表达。
Remark：复习时应该以教师的引导为主，根据学生的实际情况，可灵活多样。
Stage 2 （8mins)： Pre-reading
Step Teacher activity Student activity Designing purpose:
1.( Class activity) Present a family photo. T: This is my family photo. I will introduce them to you. The old man and woman are my grandparents. Do you know “grandparents” T: Do you know who is my father T: Yes, He is my father. My mother is next to him. T: Can you guess which is my uncle that is my father’s brother T: Yes, the woman in red is my aunt. T: Who is the little girl T: Yes, she is my uncle’s daughter. Where am I T: Yes, It’s me. I am my father’s son. Talk about the family photo with the teacher. Ss: Yes. 祖父母。S1: I think the man in black is your father. S2: I think the man in blue is your uncle. S3: She is your sister. S4: That boy that is sitting on the sofa. 通过呈现老师的全家福，并谈论照片，做好本课学习的热身工作。
2.( Group work) Present the photo of Kangkang’s family in 1a. T: Look, this is a photo of Kangkang’s family. Which one is Kangkang T: Yes, it’s Kangkang. Who are the other people in this photo Can you guess and circle his mom and dad T: OK. Who’s the young woman in yellow … Talk about the people in the photo of Kangkang’s family. S1: I think that little boy is Kangkang. S2: I think the woman in red is Kangkang’s mother.S3: I think she is Kangkang’s aunt. … 呈现康康的全家福，并对图片进行谈论，预测康康的家庭成员。
Remark：师生对话中学习新的单词与句型。这样学生更易于理解和接受。
Stage3（12mins)： While-reading
Step Teacher activity Student activity Designing purpose:
1.(Individual work) Present the conversation in 1a. T: Please read the conversation quickly. Are you ready T: Now I will remove the four sentences from the conversation, please read the conversation carefully and fill in them in the right place. Are you clear Who’s the young woman in yellow Is the young man in a green T-shirt you uncle My grandparents, my cousin and I. Right, that’s my mother. T: Have you got the answer Read the conversation and fill the blank. Ss: Yes.Ss: Yes. 训练学生根据图片阅读并理解对话，并从对话中获取询问家庭成员的表达法的能力。
2.( Class activity ) Present the passage in 1b. T: Please read 1a again and complete the passage in 1b. T: Who can tell us your answers T: I think you are right. T: Let’s read the passage together. T: Can you describe the photo of Kangkang’s family according to the picture like 1b T: Are you ready Who can describe the picture Read 1a again and finish 1b. Ss: ...S1: family, uncle, aunt, cousin, parents, grandparents. Ss: …Ss: …S1:… 此部分目的在于让学生进一步阅读理解对话，并改写成文章，增强学生信息转换的阅读能力。
Remark： 用自己的语言复述故事，能加深对文章的理解。
Stage 4（15mins)： Post-reading
Step Teacher activity Student activity Designing purpose:
1.( Group work ) Ask the students to complete Kangkang’s family tree.T: Now you have known Kangkang’s family. Can you complete his family tree in 1c T: Have you finished it T:Can you ask and answer about the photo in pairs like this:A: Who is the man in black B: He is Kangkang’s father. T: Are you ready Who’d like to act out your conversation Complete Kangkang’s family tree then ask and answer in pairs. Ss: …Ss: Yes.Ss: …Pair 1:… 巩固有关询问家庭成员的表达。
2.(Class activity) Ask the students to draw their own family trees like 1c. T: Class, Can you draw your own family tree T：OK. At the same time, please write down your family’s jobs and workplaces. T: Have you finished it Who’d like to talk about your family according to your family trees T: Well done! Now look at the following questions, and they can help you to write a passage about the family tree. Who are they What do they do Where do they work Draw their own family tree. Then write a passage about it. Ss: Yes.Ss: …S1: There are five people in my family. My father is a… He works in… … 培养学生在真实情况下运用所学表达介绍自己家庭成员的基本情况的能力。
3.(Individual work) Ask the students to write a passage.T: OK. Now let’s begin to write the passage.T: Have you finished it T:OK. Change your passage with your deskmate and correct it. Write a passage and show it.Ss:...Ss: Yes.Ss: … 让学生课堂上完成写作任务，并当堂同伴互评，老师要随时检查，起到随学、随用、随监督的效果。
Remark：本部分从说和写两个方面进一步巩固知识点， 解决实际问题。注意同伴互评时，老师要随时检查，并给予指导。
Stage 5（5mins)：Summarizing and assigning homework
Step Teacher activity Student activity Designing purpose:
1.（Class activity) Encourage the Ss to summarize the key points T: Class will be over soon. We should summarize the key points now. Let’s begin!T: Sounds great! I hope you will remember them. Summarize the key points.S1:This is a photo of my family. S2:---Who’s the young woman in yellow ---She’s my aunt. S3: ---Is the young man in a green T-shirt your uncle ---Yes, he’s my uncle, my father’s brother. 归纳总结本课的知识点。
(Class activity) Assign HMK.T: For today’s HMK, I’d like you to copy the passage about you have learnt in 2. 适当的家庭作业有助于巩固课堂所学的知识。
Remark：强调在做家庭作业时，尽可能多的练习使用本课的交际用语。
VI. Blackboard design
第四课时（Section C 1a, 1b, 1c, 3） Words and expressions：aunt, uncle, brother, sofa, grandparent, cousin, daughter, tree, son, family tree. Sentences: ①This is a photo of my family. ②---Who’s the young woman in yellow ---She’s my aunt. ③---Is the young man in a green T-shirt your uncle ---Yes, he’s my uncle, my father’s brother.
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