Unit 3 Getting Together-Topic 2 What does your mother do -Section C-教案、教学设计-市级公开课-仁爱科普版七年级上册(配套课件编号：b340e).docx

1、Unit 3Getting Together Topic 2What does your mother do? Section C I. Material analysis 本课是第二话题的第三课，主要活动是 1a 和 3a。通过对话的方式，呈现 Kangkang 的家庭照片，学习有关家庭成员的词汇和“询问与介绍家庭成员”的 表达，最后以文段的形式进行信息输出的汇报。同时在本课中，还将复习和再现 学生在 Section A 中所学的音标/aK/，/，/S/，/?/，/，/tr/和/dr/，并根据字母 组合的发音规则能够拼读和拼写单词，最后在句子中读单词。 II. Teaching aims 1

2、. Knowledge aims 能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操 练以及文段的信息输出中加以应用：aunt, uncle, brother, sofa, grandparent, cousin, daughter, tree, family tree, son; 能根据已学音标知识，在复习所学音标/ aK /，/，/S/，/?/，/，/tr/和/dr/ 的同时，根据字母组合的发音规则，拼读和拼写单词。 能在对话操练中，进一步学习和巩固实义动词第三人称的特殊疑问句，并 能正确运用。 能在对话操练中，能运用介绍家庭成员的表达法进行交流，如： Who is the

3、young woman in yellow? Shes my aunt. 2. Skill aims 能听懂有关家庭成员的对话或叙述并完成相应的任务； 能根据图文就询问家庭成员的话题进行交流； 能正确朗读对话，注意语音语调； 能结合字母组合的发音规则，拼读和拼写单词； 能在图片的帮助下进行阅读，理解大意、细节等，并按要求进行语言活动； 能结合家庭成员、 职业及工作场所的单词或词组写出一篇介绍家庭成员工作 情况的短文。 3. Emotional aims 在学习过程中，通过谈论家庭成员及工作情况，使学生更加热爱生活、热爱 家人； 采用画家庭树等灵活多样的授课方式，激发学生的好奇心和求知欲，培养学

4、 生学英语的兴趣和积极主动的学习精神。 III. The key points and difficult points 1.能就家庭成员及其职业、工作场所等信息进行对话操练和文段输出。 2.能结合字母组合的发音规则，进行单词拼读和拼写。 IV. Learning strategies 1.能借助课文的插图和读前问题的设置来预测文章大意。 2.培养借助图片帮助听说和阅读理解的习惯。 3.逐渐养成预习和复习的好习惯。 V. Teaching aids 录音机、多媒体、教学挂图和黑板。 VI. Teaching procedures StepInteraction pattern Student

5、activityTeacher activity Introduction (5 minutes) 1.Thewhole class work. 2.Individual work. 1.Focus their attention on the teacher. 2.Do duty report. Some studentsreporttheir homework to the class. Talk something about your family members occupationsand 1.Greet students ready for learning. 1. Help t

6、he students to revisethewordsand expressions in Section B. workplaces. e.g. In my family, there are fivepeople,my grandfather,my grandmother, my father, my mother and I. My fatherworksina hospital. He is a doctor. My mother works in a school.Sheisa teacher. Presentation (10 minutes) 1.Thewhole class

7、 work. 2.Individual 1.Look at the photo of theteachersfamily. Try to guess whothe family membersare in the photo. e.g. T: Who is the girl in a red skirt? Ss: Is that you? T: Yes, you are right. Who is the man in a black coat? Ss: Is that your father? T: No, its my uncle. He is my fathers brother. .

8、2.Do 1a. Look at the 1.Show a photo of the family. Make the students look at the photo and guesswhothefamily members are in the photo. Help them to use the new sentence pattern, “Who is the . in .?” 2.Letthestudentsdo work. 3.Individual work and pair work. pictures and read the pre-readingquestions

9、in 1a. Predict the main ideaofthepassage. Guess who the boy in the photo is and circle his mom and dad. 3.Skim the dialogues in 1a. Check whether the answers you guess are right or wrong. Read the dialogues. Then ask and answer in pairs. e.g. A:Whoistheyoung woman in yellow? B:SheisKangkangs aunt. A

10、: Who is the man in a green T-shirt? B: He is Kangkangs uncle. A: Is the young woman inredKangkangs mother? B: Yes, she is. . sometasksbefore reading. 3.Make sure the students know how to ask and answeranswersabout family members. Consolidation (5 minutes) 1.Individual work and the 1.Read 1a again a

11、nd complete the passage in 1. Check the answers. wholeclass work. 2.Individual work. 1b individually. Then the whole classcheck the answers together. 2.Try to retell 1b with the help of the picture in 1a. e.g. This is a photo of Kangkangsfamily. The young man in a green T-shirt is his uncle.Theyoung

12、 woman in yellow is his aunt. They have a daughter and she is inpink. This is a photo of _.The youngmanin _ishis uncle.Theyoung woman in _ is his aunt. They have a _ and she is in _. . 2.Help the students learn toretellthepassage. Show the passage with some words missing. It can not only help them c

13、onsolidate the dialogues in 1a but also improve their spoken English. 3.Individual work and pair work. This is a _. Theyoungman _ishis uncle. The woman _ishisaunt. They have _ and she is _. . 3.Do1c.Complete Kangkangs family tree individually. Then ask and answer questions with your partner. e.g. A:

14、Who is the man in black? B:HeisKangkangs father. A:Who is the woman in yellow? B:SheisKangkangs aunt. . 3.To be a good listener andhelperwhilethe studentsmaketheir conversations. Practice (15 minutes) 1.Group work. 1.Revisethesounds /aK/， /， /S/， /?/， /， /tr/, /dr/ in Section A. Sit in small groups.

15、 Try to say words with the sounds as quickly as 1.Organizeagroup competition to help the students revise the sounds in Section A. 1. Individual work. 3.Individual work. youcan.Findout which group can say themostwords correctly and quickly. 2.Do 3a. Complete the words in 3a. Then some studentsreadthe

16、m aloudtocheckthe answers. 3.Read the sentences in 3b individually. Then matchthesentences with the pictures. Some studentsreadthe sentences to the class. Then listen to the tape. Check the answers with the class. Repeat after the tape. 2.Check the answers in 3a. 3.Check the answers. Play the tape.

17、Production (10 minutes) 1.Individual work and pair work. 1.Drawyourfamily tree. Then fill in the form. person jobworkplace I Afterthat,askand answerquestionsin 1.Make sure the students know how to ask and answer the questions aboutfamilymembers, theirjobsandthe workplaces. pairs with the help of you

18、r family tree and the form above. e.g. A: Who is the women in red? B: She is my mother. A: What does she do? B: She is a teacher. A:Wheredoesshe work? B:She works in No.1 Middle School. A:Who is the man in blue? B: He is my uncle. A: What does he do? B:Heisanofficer worker. A:Where does he work? B:H

19、e works in an office near here. A: How old is he? B: He is 35 years old. . 2.Assign homework: Writeapassageabout yourfamilymembers according to your family tree,includingyour familymembers,their jobs and the workplaces. Thencheckwithyour partners; Practicethedialoguesin Section C-1a fluently. Try to

20、 retellitinyourownwords; PreviewSectionD GrammarandFunctions. Prepare a photo of your family members. Teaching reflection： 在本课中，学生将在已学的词汇基础上，学习更多的关于家庭成员的词汇表 达，但是对于大多数独生子女家庭来说，有些家庭称谓的词汇显得有点生疏。因 此在绘制家庭树的时候，很多学生可能只会画出最多五个人的家庭成员，甚至于 有的学生可能只会画出三口之家。此外，学生可能能看懂音标，但是在拼读单词 中可能会出现元音字母组合的记忆混乱。因此教师在教学的过程中，应该引导学 生在单词拼读过程中发现并总结字母组合的发音规律； 同时， 教师应该创设情景， 让学生在情景中自然感知家庭成员及其称谓的用法。 VII. Blackboard design What does your mother do? Section C 1. Who is the young woman in yellow?aunt Shes my aunt.uncle 2. Who is the man in black?brother He is Kangkangs father.sofa grandparent cousin daughter tree family tree son