外研版七年级上册Module 2 unit2 These are my parents.教案（表格式）

Teaching plan
学校
课名 Module 2 Unit 2 These are my parents. 教师
学科（版本） 外研社英语 课型 Reading and writing
学时 45分钟 年级 七年级上册
教学方法 Task-based language teaching method 教具 Papers, multimedia
教学目标 I. Knowledge objectives1. Ss will learn and master new words about “job”, such as driver, manager, nurse, policeman, station, hotel, hospital, theatre, etc. 2. Ss will learn key structures about how to introduce their family, such as “This is…….”, “These are……”, etc.II. Ability objectives1. Ss will be able to understand short passages about jobs introduction.2. Ss will be able to find specific information by using some reading skills.3. Ss will be able to write personal information, using full stops and capital letters correctly.III. Emotion objectives1. Ss will get to know different jobs2. Ss will be able to care about his/her family members after learning.
教学重难点 I. Difficult points1. how to introduce family members’ jobs and work placesII. Important points1. Use capital letters and full stops correctly
学情分析 刚进入七年级的学生对于彼此还不太熟悉，更别提对Betty, Tony, Daming, Lingling这几个人物的家庭信息的了解了，因此对于讨论他们家人的职业和工作单位还是很感兴趣的。但是由于七年级学生的知识储备和学习能力还比较有限，因此在设计活动时要多采用有趣的，图文结合的方式来进行教学。另外在培养段学生的写作能力的同时，特别要注意提醒他们书写的工整度以及大小写和标点的正确运用。最后，在讨论其家人工作的的时候要注意保护学生，不要伤及他们的自尊，同时要注意培养学生的移情能力。
教材分析 本篇课文是4位学生写出的介绍，之所以贴上照片，是因为这只是学生认识他们的第二周，学生们还不能准确地把名字和人对应起来。另外，课文中表示工作和场所的单词比较集中，因此在教学时可以采用词汇图的方式，把表示职业和工作场所的单词作为一个整体认知呈现给学生，这样可以较低学生的识记量，有助于整体记忆，也能促进学生认知能力的发展。
教学环节 教学内容 活动设计 设计意图
Step I. Warming-up I. Enjoy a song.II. Greetings. 1. Sing the song together.2. Show Ss a picture of self-introduction. Let Ss to know more about the teacher. 通过歌曲吸引学生的注意力，“自我介绍”引出本节课的主题“job”。
Step II. Pre-reading I. New words about jobs and workplaces.II. New structures:What is he/she Where does he/she work III. Match pictures about workplaces with the jobs.IV. Pairwork. Practice new words and structures. 1. Guessing game. Ask Ss to guess jobs by pictures.2. Show them the question“What is he/she ”, and lead them to answer it.3. Teach words about workplaces by showing more pictures. Ask Ss to answer the question “Where does he/she work ”. 4. Show the pictures in Activity 1, and let Ss match them with the words about jobs.5. Then have Ss work in pairs. Ask and answer the questions about the pictures. 通过猜测图片的方式来教授生词，会让学生们更有积极性。两人一组问答练习，帮助学生熟悉生词和新句型，为后面的学习做好铺垫。
Step III. While-reading I. Fast-reading. 1. Help Ss to find information from the passage as quickly as possible. 2. Practice the sentence pattern:Who is this / Who are these This is ……/ These are…….3. Make sure they know the differences between “This is….” and “These are……”.II. Careful-reading.1. Help Ss understand the passage better by asking them to find more information.2. Tell Ss another reading skill-inferring. 1. Show Ss some pictures in Activity 1, and ask them who this is from the passage.2. Teach Ss to find information quickly using the key words.3. Ask Ss to read the passage quickly and let Ss answer the questions individually.4. Ask Ss to complete the table.5. Ask Ss to read the passage again and more carefully. Teach them to learn to infer if they can’t find answers directly.6. Then let Ss give their answers individually. 教会学生利用关键词迅速从文章中找出有用信息。通过精读让学生更好地了解文章内容，为下一步的学习任务打下基础。并且教会学生利用上下文以及自己的常识去推测答案。
Step IV. Post-reading. I. Retell .II. Writing. Be careful with the capital letters and full stops.III. Make a report. 1. Ask Ss to retell the passage according to the table.2. Show Ss an example if they have difficulties.3. Check their answers in a whole-class setting.4. Show Ss an example about Betty’s family. Ask them to find something wrong in the writing.5. Then ask Ss to say which words always begin with capital letters and when a full stop is used.6. Have Ss work in pairs and ask each other questions about the information about their family.9. Fill in the table on their hand-out. Then write a short passage about your partner’s family.10. Work in groups of 4, and try to introduce your partner’s family to the others. And check each other’s writing.11. Take some photos of their writings. Ask Ss to choose the best one. 通过复述文章的方式是学生更加熟悉本课内容。教会学生正确使用大小写字母和标点有利于培养其良好的书写习惯。通过问答了解彼此家庭情况，然后在小组内汇报出来，体现对他人家庭的关心。通过笔头输出的方式来强化同学们的书写，并且通过评价他人的书写，让学生能够更清晰地感知自己的不足。
Step V. Homework. I. Listen and repeat the passage after the tape.II. Write a passage about your own family. 培养学生语感。课后继续操练巩固所学内容。
Blackboard design.
Module 2 My FamilyUnit2 These are my parents.job workplace This is......... works atpoliceman police station These are.......nurse hospitalmanager hotelbus driver bus stationactor theatre …… ……
Teaching reflection.