Module 2 My family 模块表格式教案（5课时）

上课日期： 年 月 日 第 课时
课 题 Module 2 My family Unit 1 Is this your mum
课时安排 2-1 课 型 listening and reading
教学目标 1. The students will be able to listen and understand the conversation on family members 2. The students will be able to learn to briefly talk about one’s family members. 3. The students will be able to learn to respect others when we talk with others.
重难点 1. The students will be able to express themselves with the following key vocabulary in daily life: aunt, brother, daughter, family, father, grandfather, grandmother, grandparent, mother, parent, sister, son, uncle, these, they, mum, dad, who, woman, husband, those 2. The students will be able to master the key patterns: --Is this … / Are these … / Who is this / Who are …
教具准备 Multi-media
师生活动过程 Step 1: Warming up & Lead-in 1. Enjoy an English song. Play the song of "I love my family" on the screen. Let the students watch them. 2. Free talk. After enjoying the video, ask them to answer some questions. 3. Then let the Ss look at some pictures about families. T: Do you have a happy family Please show us your photo of your family Step 2 Look and say 1. T: Now look at the photo of Tony's family. Let's know his family members, OK 2. Lead the students to say the members of family like this: This is my father. This is my mother. These are my parents. This is my … 3. Get the students to know the difference between this and these. 4. Then let the students read and remember the words. Step 3 Listening 1. Listen and check the people Tony mentions in Activity 1. 2. Check the answers. Step 4 Listening and reading 1. Listen to the conversation and write down the names mentions. 2. Ask the students to read through the conversation individually. Then choose the correct answer. Check the answers. 1) Linda is Tony’s sister. 2) Liz is Tony’s aunt. 3) Paul is Tony’s uncle. 4) Mike is Tony’s brother. 3. Play the recording and have them read and follow. 4. Do Activity 4. Underline the correct words. Step 5 Consolidation Ask the students to try to complete Tony’s family tree. Step 6 Speaking Work in pairs. Ask and answer questions about your family. A: Is this your mother B: Yes, it is. A: Are these your parents B: No, they aren't. A: Who are the girl and the boy B: They are my cousins. … Step 6: Homework You must do: 1. Listen and repeat after the recording for three times. 2. Copy new words and remember them from memory. 3. Do the exercises on Page 11 in Exercise Book 1. You may do: 4. Try to make a family tree after class and talk about your family in groups. （设计意图：热身环节听歌曲活跃气氛，借助歌曲内容导入本模块话题和目标词汇。） （设计意图：看图说家庭成员，巩固本模块目标词汇。） （设计意图：听，核对听到的人物，检查学生识别听力语段中单词的能力。 （设计意图：训练学生从听力材料中获取有关信息的能力。从整 体上的听入手，再到对话的细节理解，最后再整体的跟读，使学 生对对话内容有更深层次的理解。） （设计意图：作业分层满足不同层次学生的需求。）
教学反思
上课日期： 年 月 日 第 课时
课 题 Module 2 My family Unit 1 Is this your mum
课时安排 2-2 课 型 Listening and reading
教学目标 1. The students will be able to understand more about the conversation on family members 2. The students will be able to learn to briefly talk about one’s family members. 3. The students will be able to learn to respect others when we talk with others.
重难点 1. The students will be able to express themselves with the following key vocabulary in daily life: aunt, brother, daughter, family, father, grandfather, grandmother, grandparent, mother, parent, sister, son, uncle, these, they, mum, dad, who, woman, husband, those 2. The students will be able to master the key patterns: --Is this … / Are these … / Who is this / Who are … 3. 语音：/h/, /b/, /p/
教具准备 Multi-media
师生活动过程 Step 1: Warming up & Lead-in 1. T greets the students as usual. 2. Ask some students to introduce their family members to the other students. Step 2: Revision 1. Let the students look at the photo of Tony's family. Ask and answer questions about Tony’s family. T: Is this Tony’s family Ss: Yes, it is. T: Is this his sister What’s her name S1: … T: Are these his grandparents S2: … T: Who’s this S3: … 2. Let the students ask and answer in pairs if possible. Step 3: Language points 1. 指示代词的用法: This，these，that，those 成为指示代词，用来指示或标示人或事物，其中，this和that为单数，these和those 为复数。另外，this和these用来指离自己较近的人或物，that和those 用来指离自己较远的人或物。例如： This is my bike, and that is her bike. These are my books, and those are his books. 当指示代词所指的事物已确定时，后面的指示代词指人时用he , she ,they来代替，指物时用it和they 来代替，如： Is this your book Yes, it is. Are these your uncles No, they aren’t 2. on the left 在左边，on the right 在右边，是表示方位的介词短语，不仅可以用来描述人物之间的位置关系，还可用来描述事物之间的位置关系。 例如：My bed is on the right ,and his is on the left. 4. Do Activity 2 on Page 12. Step 4: Practice 1. Try to draw Tony’s family. 2. Draw your family tree. Work in pairs. Talk about each other’s family. A: What’s your father’s name B: My father’s name is … A: … 3. Talk about American families. (Around the world) Step 6: Homework You must do: 1. Listen and repeat after the recording for three times. 2. Copy key sentences in this unit. 3. Do the exercises on Page 13 in Exercise Book 2. You may do: 3. Finish your family tree and talk about each other’s family. （设计意图：作业分层满足不同层次学生的需求。） （设计意图：热身环节先自由交谈，再复习旧知识，为第二课时的学习做准备。） （设计意图：利用图片资源复习Tony’s family，并俩人小组操练，巩固本单元句型。） （设计意图：知识点讲解的同时给出例子帮助理解。） （设计意图：从课本回归生活，教会学生学以致用。）
教学反思
上课日期： 年 月 日 第 课时
课 题 Module 2 My family Unit 2 These are my parents.
课时安排 2-1 课 型 reading
教学目标 1. The students will be able to understand job introduction in reading. 2. The students will be able to learn to ask about parents’ jobs. 3. 培养对家庭的热爱和对家庭成员的关心。 4. 培养对家庭不幸同学的同情和理解。
重难点 1. The students will be able to express themselves with the following key vocabulary in daily life: bus, station, hospital, hotel, driver, manager, nurse, policeman, we, an, job, at, doctor, farm, worker, man, shop, its, their 2. The students will be able to master the key patterns: These are…/ This is … / My mother is a/ an …
教具准备 Multi-media
师生活动过程 Step 1: Warming up & Leading-in 1. T greets the students as usual. 2. Show some pictures of the students and ask whose families they are. Ask what is one’s father’s job Step 2: Presentation 1. Show some pictures. Say what you know about the places and the jobs. Places: hospital, hotel, school, bus station, theatre Jobs: doctor, nurse, hotel manager, teacher, driver, actor… 2. Write down jobs and places on the blackboard. Ask the students to repeat after the teacher. Ask Ss what other jobs they know. 3. Work in pairs. Ask and answer about parents’ jobs. A: What is your father’s job B: My father is a / an … A: What’s your mother’s job B: My mother is a/ an … Step 3: Pre-reading 1. Label the places in the pictures with words and expressions from the box. 2. Label the people in Activity 1 with the words and expression from the box. Step 4: While-reading 1. Fast reading: Circle the names and underline the jobs. T: Look at the picture and the passage on Page 11. Who can you see Ss: We can see Betty King, Li Daming, Tony Smith and Wang Lingling. T: What are they talking about Ss: They are talking about their parents’ jobs. T: What are their fathers’ jobs What about their mothers’ jobs Ss: … 2. Careful-reading. 1) Read the passage and write Read the passage and write the letters of the pictures in Activity 1. 2) Read the passage carefully and complete the table. 3. Ask the students try to retell the passage and then enjoy reading. Step 5 Post- reading Work in pairs and ask and answer about the people in the passage. A: Where is Betty from B: She’s from America. A: What is her father’s job B: He’s an actor. A: Is Tony’s father a manager B: Yes, he is. A: Is Daming’s father a driver B: No, he isn’t .He’s a policeman. A: What is your father’s job B: My father’s a ... Step 6: Homework You must do: 1. Listen and repeat after the recording for three times. 2. Copy new words and remember them from memory. 3. Do the exercises on Page 14 in Exercise Book 1. You may do: 4. Try to ask and answer about their parents’ jobs and write sentences. 设计意图：复习Tony’s family过渡到学生的家庭，顺便问父母的工作导入本单元的词汇学习。 （设计意图：通过图片呈现表示工作的地方和职业，然后小组操练巩固。） （设计意图：进一步巩固词汇，为接下来的阅读扫除生词障碍。） （设计意图：利用总分总的整体性阅读方法感知文本篇章再细节再篇章结构。） （设计意图：根据文本内容进行问答练习，一方面巩固学生所学句型，另一方面检测学生对文章的理解情况并且锻炼学生自己提问的能力。） （设计意图：作业分层满足不同层次学生的需求。）
教学反思
上课日期： 年 月 日 第 课时
课 题 Module 2 My family Unit 2 These are my parents.
课时安排 2-2 课 型 reading
教学目标 1. The students will be able to understand more details about job introduction in reading. 2. The students will be able to write personal information, using full stops and capital letters correctly.
重难点 1. The students will be able to express themselves with the following key vocabulary in daily life: bus, station, hospital, hotel, driver, manager, nurse, policeman, we, an, job, at, doctor, farm, worker, man, shop, its, their 2. The students will be able to master the key patterns: These are…/ This is … / My mother is a/ an …
教具准备 Multi-media
师生活动过程 Step 1: Warming up & Revision 1. T greets the students as usual. 2. Brainstorm. T shows students the key personal information and students retell the passage. (
Na
tionality
) (
Name
) (
F
ather
’
s job
) (
Mother
’
s job
)Step 2: Language points 1. She and Daming’s mother are at the same hospital. same用作形容词，意为“同样的”，修饰名词。表示“在同一个……”时，same后的名词要用单数形式，并且same前面要有定冠词the。如：My father sits in the same chair every evening. 2. He is a policeman. policeman 为合成词，其复数形式为policemen，不能在policeman后直接加-s 。类似的单词还有policewoman，其复数形式为policewomen。 3. He’s a hotel manager. 名词作定语时，一般用单数形式。 注意：当man和woman作定语修饰名词时，若被修饰的名词是单数，则它们用单数；若被修饰的名词是复数，则它们用复数。 Step 3: Practice 1. Fill in the blanks and retell the passage. 2. Work in groups. Each person retells one person. Step 4: Writing 1. Write sentences with full stops and capital letters. 1)句首字母要大写。 2)人名、称呼语和姓的首字母要大写。 3)国名、地名和国民的首字母要大写。 4)单词I 在句中任何位置都要大写。 5)专有名词要大写。 2. Draw your family tree. Work in pairs. Talk about each other’s family. A: What’s your father’s name B: My father’s name is … A: What’s his job B: My father is a/ an …(at a …) A: What’s your mother’s name B: … 3. Answer the questions. Write sentences. Step 6: Homework You must do: 1. Listen and repeat after the recording and try to retell the passage. 2. Do the exercises on Page 12-13 in Exercise Book 2. You may do: 3. Try to write your family members’ jobs. （设计意图：热身环节复习旧知识，通过图示让学复述课文。） （设计意图：讲述语言知识点。） （设计意图：根据家谱及问答提示，先说，再写。） （设计意图：作业分层满足不同层次学生的需求。）
教学反思
上课日期： 年 月 日 第 课时
课 题 Module 2 My family Unit 3 Language in use
课时安排 1 课 型 Revision and application
教学目标 The students will be able to summarise and consolidate pronouns and possessive case of nouns The students will be able to use pronouns and possessive case of nouns correctly. 3. 培养对家庭的热爱和对家庭成员的关心。 4. 培养对家庭不幸同学的同情和理解。
重难点 重点：Ss are able to grasp the usage of pronouns and possessive case of nouns.. 难点：Students are able to use he / his/ her/ she/ I/ my/ your/ you/ we/ our/ it/ its/ they/ their correctly.
教具准备 Multi-media
师生活动过程 Step 1: Warming up & Revision 1. T greets the students as usual. 2. Ask some students to introduce Tony, Daming, Lingling, Betty and their parents to the other students. Give them an example: There are three people in Betty’s family. They are her father, her mother and her. Her father is an actor. Her mother is the manager of a theatre. They are from America and they are American. 3. Ask them to look at the pictures in Activity 1 on Page 12 and talk about the families. 1) Students ask and answer questions about the pictures in pairs like this: A: How many people are there in Lily’s family B: … A: Who are they B: … A: What is Lily’s father’s job B: … A: What does her mother do B: … A: what is her grandfather B: … 2) Students say their families like this: There are four people in Lily’s family. They are her father, her mother and her. Her father is an actor. Her mother is the manager of a theatre. They are from America and they are American. 4. Ask them to try to sum up the grammar. 名词所有格和代词 Step 2 Teaching grammar 1. 名词所有格’s, ’ 2. 物主代词 Step 3 Application 1. Do Activity 3. Write sentences. 2. Do Activity 4. Match the words in Box A with the words in Box B. 3. Complete the passage with the correct form of the words from the box. Step 4 Teaching grammar 复习指示代词this, these, that, those的用法。 Step 5 Consolidation 1. Ask the students to look at the picture on the right. Make sure they understand what it means. A boy and a girl are talking. Two boys and a dog are near them. But two men and two girls are in the distance. 2. Do Activity 2. Ask the students to complete the sentences with this, that, these or those. Tell the students to do it individually and then check with a partner. Elicit answers from the whole class. Step 6: Homework You must do: 1. Revise the key vocabulary and patterns in this module. 2. Do the exercises on Page 13-14 in Exercise Book 2. You may do: 3. Try to draw your family tree and write about your family 复习这个模块所学。 （设计意图：热身环节复习旧知识，通过复习旧知识自然过渡到Unit 3的学习，让学生自己观察句子尝试总结本模块语法。） （设计意图：总结归纳语法） （设计意图：总结语法后及时运用，巩固语法。活动3的练习简单，让程度弱的同学回答，给他们体验成功的机会。） （设计意图：从读懂图片再到完成句子，降低填词的难度，也让学生学会读图片，充分地利用图片。） （设计意图：作业分层满足不同层次学生的需求。）
教学反思