仁爱版七年级英语上册教案Unit 3 Getting together Topic 2

Unit 3 Getting Together
Topic 2 What does your mother do 教学设计
Section C
The main activity is 1a. 本课重点活动是1a。
Ⅰ. Teaching aims and demands 教学目标
1. (1) Learn some words about family members and relatives:
aunt, uncle, brother, grandparent, cousin, daughter, son
(2)Learn other new words and a phrase:
family, sofa, tree, family tree
2. Identify family members:
(1)This is a photo of my family.
(2)Who’s the young woman in yellow
(3)Who are they on the sofa
(4)I have a big family.
Ⅱ. Teaching aids 教具
图片/照片/教学挂图/录音机/小黑板/幻灯片
Ⅲ. Five-finger Teaching Plan 五指教学方案
Step 1 Review 第一步 复习(时间:10分钟)
运用图片和全家福照片，通过师生问答的形式，复习有关职业及工作场所的句型，并引入部分新单词，导入新课。
1. (教师出示各种职业人物的图片，复习有关职业及工作场所的句型。)
(教师出示一个医生的图片。)
T: What does he do
S1: He is a doctor.
T: Where does he work
S1: He works in a hospital.
(教师出示一个女教师的图片。)
T: What does she do
S2: She is a teacher.
T: Where does she work
S2: She works in a school.
(教师出示一个办公室男职员的图片，让学生互相问答。)
S3: What does the man do
S4: He is an office worker.
S3: Where does he work
S4: He works in an office.
2. (出示一张四口之家的全家福，通过陈述人物关系引入新词汇。)
T: Look at this photo. It’s a photo of Michael’s family.
(板书并要求学生掌握。)
family
T: (指着图片上的男孩) The boy is Michael.(指着图片上的女孩) The little girl is his sister, Jane. Michael is Jane’s brother.
(板书，让学生猜其意。然后要求学生掌握。)
brother
T: The man in black is Mr. Brown. He is Michael and Jane’s father. The woman in red is their mother. So Jane is the woman’s daughter and Michael is her son.
(板书并要求学生掌握。)
daughter, son
3. (猜人物关系，学生听教师的描述，在教师的帮助下学习更多新词汇。)
T: Your father’s brother is your …
Ss: Uncle. (帮助学生回答。)
(板书并要求学生掌握。)
uncle
T: Your mother’s brother is your …
Ss: Uncle.
T: S5, do you have an uncle
S5: Yes, I do. /No, I don’t.
T: Your father’s sister is your …
Ss: Aunt. (帮助学生回答。)
(板书并要求学生掌握。)
aunt
T: Your mother’s sister is your …
Ss: Aunt.
T: Your aunt’s son is your …
Ss: Cousin.(帮助学生回答。)
(板书并要求学生掌握。)
cousin
T: Your aunt’s daughter is your cousin, too. Here, cousin means“表姐妹”in Chinese.
T: Your parents’ parents are your …
Ss: Grandparents. (帮助学生回答。)
(板书并要求学生掌握。)
grandparents
(导入新课。)
Step 2 Presentation 第二步 呈现(时间:6分钟)
利用师生问答、听录音跟读、分角色朗读等形式，呈现1a内容，学习部分生词。
1. (教师展示1a教学挂图，通过问答形式，学习新单词，理清1a中的人物关系。)
T: This is a photo of Kangkang’s family.
(板书)
a photo of …
(师生问答，允许有不符合原文的回答，为后面的听力打基础。)
T: Who’s the young woman in yellow
S1: She is Kangkang’s aunt.
T: Who’s the young man in green
S2: He is Kangkang’s uncle.
T: Who’s the young woman in red
S3: She is Kangkang’s mother.
T: Who’s the man in black
S4: He is Kangkang’s father.
T: (手指沙发) Who are they on the sofa
(板书并要求学生掌握。)
sofa
S5: They are Kangkang’s grandparents.
T: Who is the little girl
S6: She is Kangkang’s cousin.
2. (听1a录音，核对答案。)
3. (再听1a录音并跟读，模仿语音语调。)
T: Listen and repeat. Imitate the pronunciation and intonation.
4. (学生分角色朗读，完成1a。)
T: Read 1a in roles.
Step 3 Consolidation 第三步 巩固(时间:10分钟)
通过找关键词、表演对话、展示全家福等形式，使学生在运用中掌握新知识。
1. (学生自读1a，并找出关键词。教师板书关键词，让学生根据关键词表演1a对话。)
T: Read 1a by yourselves and find out the key words. Then act out the dialog according to the key words on the blackboard.
(板书)
a photo of —— woman in yellow —— woman in red —— man in a green T-shirt —— on the sofa —— big family
2. (学生再读1a。根据1a内容，完成1b。并互相核对答案。)
T: Please read 1a again. Then fill in the blanks in 1b according to 1a. Then check the answers together.
3. (挑选几个学生，展示自己的全家福，并作简单介绍。)
T: Please show us photos of your family. Then introduce them to your classmates. S1, please.
S1: This is my … He/She is a (an) … He/She works …
S2: There are three people in my family. They are my mother, father and I. My mother is a teacher. …
…
(对于介绍流利，发音准确的学生，给予表扬。)
Step 4 Practice 第四步 练习(时间:12分钟)
1. (教师出示画在小黑板上康康的家谱。)
Kangkang’s Family Tree
T: This is Kangkang’s family tree.
(板书并要求学生掌握。)
tree, family tree
2. (让学生参照1a内容，完成康康的家谱，核对答案，完成1c。)
T: Please complete Kangkang’s family tree according to 1a. Then check the answers together.
3. (让学生参照康康的家谱，编对话。两人一组练习，然后找几组到讲台前表演。)
T: Please make conversations after the example according to Kangkang’s family tree. Then practice in pairs. I’ll ask several pairs to act them out in the front.
Example:
T: Who’s the man in black
S1: He’s Kangkang’s father.
4. (教师用幻灯片展示一篇短文，学生读后完成家谱，并核对答案。)
My name is Jack. I am a boy. I’m 12 years old. I’m a student. My father is a doctor. My mother is a teacher. My aunt and uncle are both office workers. They have a daughter. I have a little sister. My little sister is four years old. She is at home with my grandparents.
T: Nice work. Please read the passage on the slide, then complete the following family tree.
(板书)
_ _ _’s Family Tree
(核对答案。)
5. (让学生画自己家的家谱，并对家庭成员作简短的批注，如：职业、年龄和工作地点等。)
T : Draw your own family tree and write some information about your family members, such as jobs, age and workplaces.
6. (根据自己家的家谱和2中的提示性问题写一篇小短文，完成2。)
T: Write a short passage according to your own family tree and the questions in 2. I’ll ask several students to read your passages.
Example:
This is my family. My father is … years old. He is a/an …. He works in/on/at …. My mother is … years old. She is a/an …. She works in/on/at …. My aunt is …. My uncle is …. I am … years old. I am a ….
(教师挑选几个学生，让他们大声朗读自己的短文，并给予点评和鼓励。)
Step 5 Project 第五步 综合探究活动(时间:7分钟)
1. 根据音标补全3a中的单词，并让学生大声朗读。
2. 带同学们读3b中的两句话，并搭配右边的两幅图，核对答案。
3. (采访活动，让学生充当小记者采访同学，然后完成下表。出示小黑板。)
T: Suppose you are a journalist and interview your classmates about their family members. Then fill out the table on the small blackboard.
_ _ _’s Family Name Relation Age Job Workplace
_ _ _’s Family
3. Homework:
收集家人及亲戚的照片，用英语写一篇短文，简单描述他们的职业、工作单位、与你的关系等情况，并带到学校来，与同学们共享。
板书设计：
What does your mother do Section Con the sofa This is a photo of …family treekey words:a photo of——woman in yellow——woman in red——man in a green T-shirt——on the sofa——big family