【正文】 What’s your family name?是問姓， What’s your full name?是問全名。布朗， 一位畫家。4 by holding a petition. T: Well, you see, you have done a really good job. Next, let’s have a petition, would you like to do that? S: Yes! Divide the students into two large groups and ask them to write the answers to Activities 3amp。9 in their workbook and also have a revision of how to ask about their parents’ jobs. T: How are you going? S: Fine! T: Good! And how about your homework? Finished? S: Yes! T: Ok. Now, let’s check the answers together. Show students the answers and check together. Or have a dictation of the words they have learned during last period. T: Well done! Now, guess, what am I going to ask? S: Parents’ jobs! T: You are clever! Then ask several students to stand up and ask about their parents’ jobs or ask some pairs to have a dialogue about their parents’ jobs. Meanwhile show the sentence structure: What’re your parents’ jobs? My father is a (an)… / My mother is a (an)…to students. Help them talk. Step II Reading and practicing Scanning Get students to read the passage and finish exercises in Activities 4 and 5. T: What jobs do you know? S: Doctor, factory manager, factory worker, hotel manager, secretary, and teacher. T: Good! Do you remember Betty, Tony, Daming and Lingling? S: Yes! They are in the same class. And they are good friends! T: Good! Now, turn to Page 11, let’s see what their parents do. Read the passage and plete the table below. Clear? S: Yes! Give students enough time to read and plete label the pictures and the table. And then, check the answers together. T: Well done! Listening Play the tape recorder for several times, for the first time, ask them to repeat to imitate the pronunciation and intonation。 Picture 3 means in … Give students chance to think about that, if they cannot say that in English, help they know how to express “junior school” and “senior school”. T: Great! So, three years later you will be in the senior school. (As saying this, point to Picture 3) Now, guess, what is Picture 4? Some students may find out the rule and answer it in Chinese, that is “大學(xué) ”。 pause where necessary to help students pronounce properly. If time permits, ask students to take out a piece of paper, hand the paper in front of their mouth, and then pronounce /p/./b/./t/./d/./k/./g/.respectively, they will find that when they pronounce /p/. /t/. /k/—清輔音 —the paper will move, while pronounce. /b/ /d/ /g/—濁輔音 , the paper will not. And this will help arouse students’ interests in learning pronunciation. Also, the teacher can ask some students to stand in front of the class and pronounce these consonants silently。 for the third time, ask them to check their answers. After that check the answers with their partners first, then check the answers together. Step IV Conclusion Get students recall what they have learned in this period. Show students the pictures given at the very beginning of the class。 Module task 為學(xué)生提供了介紹和詢問個(gè)人信息的框架結(jié)構(gòu)。 Unit 3 是一個(gè)復(fù)習(xí)單元，對學(xué)生在前兩單元中業(yè)已掌握的知識技能進(jìn)行總結(jié)與綜合性的練習(xí)。 Vocabulary and reading 包括 5部分。 Part 1要求學(xué)生根據(jù)圖片找出與之相對應(yīng)的描述短語和單詞，通過這一部分的練習(xí)，使學(xué)生在復(fù)習(xí)已有知識的基礎(chǔ)上，進(jìn)一步熟悉本單元所要學(xué)習(xí)的語言知識，為相關(guān)語言技能的訓(xùn)練奠定基礎(chǔ)； Part 2 要求學(xué)生在熟悉圖片后，根據(jù)一段聽力材料，就 Lingling 個(gè)人能做的事情進(jìn)行判斷； Part 3 以歡迎新同學(xué)為背景，通過老師與學(xué)生的對話，幫助學(xué)生學(xué)會如何正確、得體地介紹自己與別人的情況（包括姓名、國籍、年齡、能力、朋友等）； Part 4要求學(xué)生在完成 Part 3的基礎(chǔ)上，通過聽力練習(xí)，正確捕捉和判斷聽力材料中的信息，同時(shí)也為 “提問、回答能力 ”作好準(zhǔn)備。 外研版英語七年級上 Module 2 Me, my parent and my friends 全模塊教案 I Teaching objectives 單元教學(xué)目標(biāo) Skill Focus 聽 Listen and find out what people can do 說 Asking and answering about ability 讀 Reading passages and find about people’s jobs 寫 Writing about personal information Using punctuation: full stops and capital letters Language Focus 功能句式 Talking about ability I can play football. Tony can’t swim. Can you ride a bike? Yes, I can. / No, I can’t. Giving and asking for personal information —What’s your name? —My name is… —How old are you? —I’m …years old. —Where are you from? —I’m from… —Can you swim/speak English/play the piano/ride a horse…? —Yes. I can. / No, I can’t. 詞匯 1. 重點(diǎn)詞匯 parent, basketball, table tennis, tide, wele, international, factory, doctor, worker, at, photo, family, her， can, piano, tennis, horse, hotel, university, hospital, office, manager, secretary 2. 短語 Wele…to…, be from, at the hospital 重點(diǎn)句子 I can play football. Tony can’t swim. Can you ride a bike? Yes, I can. / No, I can’t. This is / These are … 語法 The modal verbal can (not) The referential pronouns this / these II Teaching materials analyzing教材分析 模塊 2以 Me, my parents and my friends為話題，以完成 “提供和詢問別人的信息 ”的任務(wù)為目標(biāo)，通過 3個(gè)單元的學(xué)與練，旨在讓學(xué)生通過這一學(xué)習(xí)與體驗(yàn)的過程，能夠就自己與別人的能力進(jìn)行提 問與回答，能夠介紹父母的工作單位與職業(yè)，培養(yǎng)學(xué)生用英語進(jìn)行社交活動 最基本的能力。 Pronunciation and speaking 包括 4部分。 Part 1與 Part 2要求學(xué)生將工作場所、職業(yè)與圖片對號入座，來激活學(xué)生已有的相關(guān)知識儲備，并熟悉本單元基本的語言知識； Part 3要求學(xué)生結(jié)對討論自己父母的職業(yè)，為下一步的學(xué)習(xí)熱身； Part 4 要求學(xué)生結(jié)合文字描述找出所要求的圖片，做到考察學(xué)生根據(jù)文字與圖片獲取信息并做出正確判斷的同時(shí)，為他 們討論、描述自己的父母親提供了很好的范例，同時(shí)也在一定程度上復(fù)習(xí)了名詞所有格； Part 5 要求學(xué)生利用表格對所學(xué)內(nèi)容進(jìn)行提煉、總結(jié)。 Language practice包含 4部分。 III Class types and periods 課型設(shè)計(jì)與課時(shí)分配 Period 1 Listening and reading Period 2 Integrating skills (I) Period 3 Reading and speaking Period 4 Reading and writing Period 5 Integrating skills (II) IV Teaching plans for each period分課時(shí)教案 Period 1 Listening and speaking Language goals 語言目標(biāo) Key vocabulary 重點(diǎn)詞匯 parents, can, basketball, piano, tennis, table tennis, ride, horse,