【正文】 : There is a the between play and ball games, while no the between play and musical instruments. T: Great！ Step III Listening and checking Get the students to look at the picture, and then listen and check what Lingling can do. T: You can do so many sports. That’s wonderful! Betty and Lingling are talking. Next, listen carefully。 Around the world 介紹了六種具有代表性的文字，在引起學(xué)生興趣的同時(shí)，讓他們能夠區(qū)分這些語言的書寫形式。 Language practice包含 4部分。 Part 6對(duì)學(xué)生在寫作時(shí)正確使用大小寫和標(biāo)點(diǎn)符號(hào)提出了要求； Part 7讓學(xué)生在回答問題的同時(shí)，學(xué)會(huì)如何詢問別人父母的有關(guān)信息，也為寫作提供了最基本的要素與素材。 Part 1與 Part 2要求學(xué)生將工作場(chǎng)所、職業(yè)與圖片對(duì)號(hào)入座，來激活學(xué)生已有的相關(guān)知識(shí)儲(chǔ)備，并熟悉本單元基本的語言知識(shí)； Part 3要求學(xué)生結(jié)對(duì)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(duì)所學(xué)內(nèi)容進(jìn)行提煉、總結(jié)。 Unit 2 圍繞 “如何介紹父母親 ”展開，包括介紹他們的職業(yè)、工作單位以及能力等。 Pronunciation and speaking 包括 4部分。 Listening and vocabulary 包括 4部分。 外研版英語七年級(jí)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(dòng) 最基本的能力。 Unit 1要求學(xué)生通過聽、讀、說的練習(xí)，學(xué)會(huì)討論能力。 Part 1要求學(xué)生根據(jù)圖片找出與之相對(duì)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(shí)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(shí)，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(duì)話，幫助學(xué)生學(xué)會(huì)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。 Part 5 幫助學(xué)生掌握三組相對(duì)應(yīng)的清濁輔音的發(fā)音規(guī)律； Part 6 訓(xùn)練學(xué)生使用正確的語音語調(diào)； Part 7 要求學(xué)生在獲取判斷列表所給的信息后，結(jié)對(duì)練習(xí) “如何詢問的能力 ”； Part 8 要求學(xué)生將上述所 學(xué)運(yùn)用到實(shí)際日常交往中，并利用任務(wù)的設(shè)置來培養(yǎng)其初步的調(diào)查探究能力。 Vocabulary and reading 包括 5部分。 Writing 包括 2部分。 Unit 3 是一個(gè)復(fù)習(xí)單元，對(duì)學(xué)生在前兩單元中業(yè)已掌握的知識(shí)技能進(jìn)行總結(jié)與綜合性的練習(xí)。 Part 1要求學(xué)生運(yùn)用前面所學(xué)知識(shí)介紹自己 的全家福；Part 2要求學(xué)生通過看圖片與比較練習(xí)有關(guān)情態(tài)動(dòng)詞 can的一般疑問句及其回答、陳述句和否定句的表達(dá)； Part 3要求學(xué)生根據(jù)圖片寫出正確的表達(dá)，對(duì)學(xué)生記憶與書寫能力提出了要求； Part 4要求學(xué)生連線熟悉工作單位與之相對(duì)應(yīng)的職業(yè)。 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)。 let’s see what Lingling can do. Fist let students look through the pictures, then play the tape recorder three times. For the first time, ask them to listen what sports have been mentioned。 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。7 in the workbook. Period 2 Integrating skill (I) Language goals 語言目標(biāo) 1. Key vocabulary 重點(diǎn)詞匯和短語 wele, international, wele…to…, be from… 2. Key structures 重點(diǎn)句式 Please wele…to … This is… They are from… I can…, but I can’t … Can you…? No, I can’t. Ability goals 能力目標(biāo) Enable students to learn how to introduce themselves and others, and also how to talk about ability. Teaching methods 教學(xué)方法 Reading, talking, group working, listening, and roleplay Teaching aids 教具準(zhǔn)備 A tape recorder, a projector and some slides. Teaching procedures and ways 教學(xué)過程與方式 Step I Revision and homework checking Show pictures and ask them to describe the words learned in last period. Then check the answers to exercises 6amp。 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。11 in the workbook. Period 3 Reading and speaking Language goals 語言目標(biāo) 1． Key vocabulary 重點(diǎn)詞匯 Factory, hotel, university, hospital, office, doctor, worker, manager, secretary, at, photo, family, her 2． Key structures 重點(diǎn)句式 What’s your father’s / mother’ job? My father / mother is a (an)… These are my parents. They are… Ability goals 能力目標(biāo) Enable students to talk about their parents’ jobs and the working places. Teaching methods 教學(xué)方法 Pairwork and speaking. Teaching aids 教具準(zhǔn)備 Pictures and a projector. Teaching procedures and ways 教學(xué)過程與方式 Step I Homework checking T: How is it going! S: Fine! T: Good! So, shall I check your homework? S: OK. Ask s