七年級英語上冊《Unit 3 Getting Together Topic 2 What does your mother do？Section C》教學設計 （新版）仁愛版

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1、 《Unit 3 Getting Together Topic 2 What does your mother do？Section C》 Ⅰ. Teaching aims and demands 教學目標 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、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 圖片/照片/教學掛圖/錄音機/小黑板/幻燈片 Ⅲ. Five-finger Teaching Plan 五指教學方案 Step 1 Review 第一步 復習(時間:10分鐘) 運用圖片和全家福照片，通過師生問答的形式，復習有關職

3、業(yè)及工作場所的句型，并引入部分新單詞，導入新課。 1. (教師出示各種職業(yè)人物的圖片，復習有關職業(yè)及工作場所的句型。) (教師出示一個醫(yī)生的圖片。) T: What does he do? S1: He is a doctor. T: Where does he work? S1: He works in a hospital. (教師出示一個女教師的圖片。) T: What does she do? S2: She is a teacher. T: Where does she work? S2: She works in a school. (教師出示一個辦公室男職

4、員的圖片，讓學生互相問答。) S3: What does the man do? S4: He is an office worker. S3: Where does he work? S4: He works in an office. 2. (出示一張四口之家的全家福，通過陳述人物關系引入新詞匯。) T: Look at this photo. It’s a photo of Michael’s family. (板書并要求學生掌握。) family T: (指著圖片上的男孩) The boy is Michael.(指著圖片上的女孩) The little g

5、irl is his sister, Jane. Michael is Jane’s brother. (板書，讓學生猜其意。然后要求學生掌握。) 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. (板書并要求學生掌握。) daughter, son 3. (猜人物關系，學生聽教師的描述，在教師的幫助下學

6、習更多新詞匯。) T: Your father’s brother is your …? Ss: Uncle.(幫助學生回答。) (板書并要求學生掌握。) 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.(幫助學生回答。) (板書并要求學生掌握。) aunt T: Your mother’s siste

7、r is your …? Ss: Aunt. T: Your aunt’s son is your …? Ss: Cousin.(幫助學生回答。) (板書并要求學生掌握。) 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.(幫助學生回答。) (板書并要求學生掌握。) grandparents (導入新課。) Step 2 Presen

8、tation 第二步 呈現(xiàn)(時間:6分鐘) 利用師生問答、聽錄音跟讀、分角色朗讀等形式，呈現(xiàn)1a內(nèi)容，學習部分生詞。 1. (教師展示1a教學掛圖，通過問答形式，學習新單詞，理清1a中的人物關系。) T: This is a photo of Kangkang’s family. (板書) a photo of … (師生問答，允許有不符合原文的回答，為后面的聽力打基礎。) T: Who’s the young woman in yellow? S1: She is Kangkang’s aunt. T: Who’s the young man in green? S2:

9、 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: (手指沙發(fā)) Who are they on the sofa? (板書并要求學生掌握。) sofa S5: They are Kangkang’s grandparents. T: Who is the little girl? S6: She is Kangkang’s cousi

10、n. 2. (聽1a錄音，核對答案。) 3. (再聽1a錄音并跟讀，模仿語音語調(diào)。) T: Listen and repeat. Imitate the pronunciation and intonation. 4. (學生分角色朗讀，完成1a。) T: Read 1a in roles. Step 3 Consolidation 第三步 鞏固(時間:10分鐘) 通過找關鍵詞、表演對話、展示全家福等形式，使學生在運用中掌握新知識。 1. (學生自讀1a，并找出關鍵詞。教師板書關鍵詞，讓學生根據(jù)關鍵詞表演1a對話。) T: Read 1a by yoursel

11、ves and find out the key words. Then act out the dialog according to the key words on the blackboard. (板書) a photo of —— woman in yellow —— woman in red —— man in a green T-shirt —— on the sofa —— big family 2. (學生再讀1a。根據(jù)1a內(nèi)容，完成1b。并互相核對答案。) T: Please read 1a again. Then fill in the blanks in

12、 1b according to 1a. Then check the answers together. 3. (挑選幾個學生，展示自己的全家福，并作簡單介紹。) 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, fat

13、her and I. My mother is a teacher. … … (對于介紹流利，發(fā)音準確的學生，給予表揚。) Step 4 Practice 第四步 練習(時間:12分鐘) 1. (教師出示畫在小黑板上康康的家譜。)  Kangkang’s Family Tree T: This is Kangkang’s family tree. (板書并要求學生掌握。) tree, family tree 2. (讓學生參照1a內(nèi)容，完成康康的家譜，核對答案，完成1c。) T: Please complete Kangkan

14、g’s family tree according to 1a. Then check the answers together. 3. (讓學生參照康康的家譜，編對話。兩人一組練習，然后找?guī)捉M到講臺前表演。) 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 m

15、an in black? S1: He’s Kangkang’s father. 4. (教師用幻燈片展示一篇短文，學生讀后完成家譜，并核對答案。) 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 fo

16、ur 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. (板書) _ _ _’s Family Tree (核對答案。) 5. (讓學生畫自己家的家譜，并對家庭成員作簡短的批注，如：職業(yè)、年齡和工作地點等。) T : Draw your own family tree and write some info

17、rmation about your family members, such as jobs, age and workplaces. 6. (根據(jù)自己家的家譜和2中的提示性問題寫一篇小短文，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

18、/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 … . (教師挑選幾個學生，讓他們大聲朗讀自己的短文，并給予點評和鼓勵。) Step 5 Project 第五步 綜合探究活動(時間:7分鐘) 通過chant、采訪和填表格等探究活動，培養(yǎng)學生綜合運用目標語言的能力。 1. (播放錄音，學生跟著chant。在吟唱中復習所學詞匯，完成

19、3。) T: Listen to the tape and have a chant. 2. (采訪活動，讓學生充當小記者采訪同學，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

20、 _ _ _’s Family 3. Homework: 收集家人及親戚的照片，用英語寫一篇短文，簡單描述他們的職業(yè)、工作單位、與你的關系等情況，并帶到學校來，與同學們共享。 板書設計： What does your mother do? Section C on the sofa This is a photo of … family tree key words: a photo of——woman in yellow——woman in red——man in a green T-shirt——on the sofa——big family 7