外研版七年级上册Module 2 My family Unit 3 Language in use.教学设计

外语教学与研究出版社《新标准》英语七年级上册
Module Two My family
Unit 3 Language in use
一、教学目标 （目标表述注意以学生为主体，使用恰当的行为动词，具有可操作性、可检测性，与教学过程一致）
1. Language focus语言目标
a.key words.能正确区别并使用表示家庭成员的单词.表示职业名称的单词：
可以正确理解并使用下列重点短语
1 a photo of 2. on the left 3.on the right 4. next to
5. in front of a big family 6. bus station 7. police station 8. bus driver 9. at a school 10. for example 11.family tree
b. Key sentences重点句子
1. Is this your family Yes, it is.
2. This is a photo of Tony's family.
3. What a big family!
4. My mum's parents are on the left.
5. Those are Paul's son and daughter.
6. What is your father's job
7. In America, many people have grandparents from different countries.
2. Ability goals 能力目标
Enable Ss to master the key points of this module.
3.Teaching important and difficult points教学重难点
能正确区别并使用不同的人称代词与物主代词
Teaching aids 教具准备
multi-media
二、教学过程
Step I： Lead in
T: Hello, everyone. Let’s enjoy the video.
Play the video of "jobs" on the screen. Let the students watch them. After that, ask them to answer some questions.
T: What is it about S1: About jobs.
T: What can you remember about it S2: work, manage, nurse, ...
设计意图：视频导入，能很好地调动学生们的课堂积极性。
Step II ：Ask and answer
1．Language practice
Read these sentences by themselves. Encourage them to recite by heart. Enable Ss to master the key points of this module.
设计意图：让学生明确本模块的学习目标，在接下来的训练中做到有的放矢。
2．This is a photo of lily's family.
Ask and answer about activity1.Picture 1:
A: Is this Lingling's family
B: Yes, it is.
A: Is lingling's father a doctor
B: Yes, he is.
A: Is lingling'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.
Then ask and answer about Picture 2 and 3.
设计意图：小组操练重点句型，培养合作意识。
3. Look at the picture and complete the sentences with
this, that, these, or those. (activity 2 )
Complete these sentences. Check their answers in class.
Sum up the use of this, that, these, or those.
单数 复数
指近处 this these
指远处 that those
1.作主语、宾语、表语 e.g. This is a chair.
I like these but she likes those.
2. 在电话中，this表示打电话者，用于介绍自己，用that询问对方。
e.g. Hello! This is Bob. Who's that
设计意图：进一步开展小组合作，并且总结指示代词的用法。
Step III : Practice
1. Write sentences (Activity 3)
His father is a hotel manager. (Tony)
Tony's father is a hotel manager. (Tony)
Her parents are teachers. (Sarah)
His parents are shop workers. (WangLin)
His mother is a nurse. (Daming)
Her father is a bus driver. (Lingling)
设计意图：在练习中让学生明白名词所有格形式相当于形容词性物主代词。
2.Match the words in Box A with the words in Box B
A B
her he
his I
its it
my she
your they
their we
our you
设计意图：明确人称代词和物主代词之间的转化关系，为下面的练习做知识储备。
3.Complete the passage with the words from the box.
he, her, his, my, we, our, she, their
Hello! My name is Amy. These are ______friends. ______names are Jack, Lily and Mike.
Jack is American.______ father is a doctor. He is _____ family doctor. Lily isn't American.______ family is Chinese. Mike isn't Chinese.______ is English. Mike's mother is a teacher.______ is our English teacher. _____ are her students.
设计意图：结合语篇练习物主代词和人称代词。培养综合运用语言的能力。
4: Language points
单数 复数
人称代词 I you he she it we you they
物主代词 my your his her its our your their
上面一行是人称代词的主格，在句中作主语。e.g. We are Chinese.
下面一行是形容词性物主代词，一般放在名词前作定语。e.g. That is my classroom.
设计意图：以表格的形式进一步归纳和总结两类代词的使用。
Step IV : 重点知识总结
a.表示家庭成员的单词:
b.表示职业名称的单词：
c.个别单词的复数形式：family-families; woman-women; bus-buses; man-men
d.一对反义词：same-different
e. Key Phrases：
1. a photo of 2. on the left 3.on the right 4. next to 5. in front of a big family 7. bus station 8. police station 9. bus driver 10. at a school 11. for example 12.family tree
Key sentences:
1. Is this your family Yes, it is.
2. This is a photo of Tony's family.
3. What a big family!
4. My mum's parents are on the left.
5. Those are Paul's son and daughter.
6. What is your father's job
7. In America, many people have grandparents from different countries.
设计意图：归纳总结本模块的重点词汇，强化基础知识。
Step V : Practice
1)根据句意及首字母提示完成单词。
1. This is a photo of Ann's f_______. Look! This is h____ father.
2. They are my p_______, my father and my mother.
3. What is your father's job He is a hotel m_______.
4. This is my brother. H____ is a driver.
5. Mr. Li works in a school. He is a t_______.
2).Choose the best answer
1. -____your uncle -He is a hotel manager.
A. What's B. Who's C. Where is D. How is
2. She is an English girl. ____name is Betty.
A. His B. My C. Her D. Hers
3. This is _____ bedroom.
A. Wanglin's and Wangping's B. Wanglin's and Wangping
C. Wanglin and Wangping's
3).按要求改写句子
1.This is my parent. (改为复数形式）
_____ are our _______.
2. His mother is a teacher.（对画线部分提问）
_____ is his mother's ______
3. What is your father （改为同义句）
What _____ your father ______
4. My father works at a school.
_____ does your father______
设计意图：进一步练习本模块的重点词汇，语法。强化基础知识。
Step VI： Around the word.
Read the passage by themselves. Learn about the foreign culture.
设计意图:培养阅读习惯,了解外国文化.
Step VII： Module task
Draw you one family tree.
设计意图:锻炼学生们的动手能力,鼓励他们把英语学习与生活相结合,激发学习热情.
Step VIII Writing &Homework.
Write about your family.
My father is a(n) ...at...
My mother is a(n)...
My brother is ... and he...
设计意图:语言输出,综合运用本课的重点知识,培养写作能力
三、教学反思
在本课中，我采用了“任务型”的教学途径。在热身复习之后，我交待了本课的学习任务。任务的明确，给了学生一个学习的动力，让他们有了明确的目标。这种活动的设计也正是《新课标》中所倡导的：教师应依据课程的总体目标并结合教学内容，创造性地设计贴近学生实际的教学活动，吸引和组织他们积极参与。这样学生可以通过思考、交流和合作等方式，更好的学习和使用英语，完成学习任务。
当然了在采用“任务型”的教学途径的过程中，也有许多环节还需要我在今后的教学中进一步完善，如：活动不应该仅限于课堂教学，而应该延伸到课堂之外的学习和生活中，鼓励学生平日里多说英语，让学生达到“活学活用、学以致用”，更好的突出我们语言教学的语用性和交际性.
本课时学生参与面广, 不同层次的学生均有所获。 基础较差学生能运用所学句型进行简单的交际练习。英语能力较强的学生则进行了大量的游戏、做报告、编歌曲等口头练习,语言能力拓展达到一定深度和广度。
通过本节课的教学实践,我认识到教学成功与否,学生掌握程度如何,关建在于教师如何创造性地设计课堂教学。任务的设计要体现多样化和层次感;面对不同的学生群体,任务的难度系数(深度)是可以调控的;而面对同一群体里的不同程度的学生,教师可以在任务设置时注意不同角色的设定,做到有针对性,使每一层面的学生皆有所得。教师要有意识地积极引导学生以教材上的简单东西为媒介向他们熟悉的生活发散开去,大胆地用英语去了解生活中的各类简单事物,解决生活中的各种简单事情。教师要善于活化教材,对其精加工, 在给定的语言材料基础上进行适度挖掘和拓展,使其更好服务于教学目的.