科普版七年级英语上册《Topic 2 What does your mother doSection C》精品教案0.docx
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科普版七年级英语上册《Topic2WhatdoesyourmotherdoSectionC》精品教案0
Unit3GettingTogether
Topic2Whatdoesyourmotherdo?
SectionC
.Materialanalysis
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SectionA中所学的音标/aK/，/
/，/ý/，/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。
.Teachingaims
1.Knowledgeaims
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,familytree,son;
能根据已学音标知识，在复习所学音标/aK/，/
/，/ý/，/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：
—Whoistheyoungwomaninyellow?
—She’smyaunt.
2.Skillaims
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.Emotionalaims
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，培养学生学英语的兴趣和积极主动的学习精神。
.Thekeypointsanddifficultpoints
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。
.Learningstrategies
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。
.Teachingaids
录音机、多媒体、教学挂图和黑板。
.Teachingprocedures
Step
Interactionpattern
Studentactivity
Teacheractivity
Introduction
（5minutes）
1.Thewholeclasswork.
2.Individualwork.
1.Focustheirattentionontheteacher.
2.Dodutyreport.Somestudentsreporttheirhomeworktotheclass.Talksomethingaboutyourfamilymembers’occupationsandworkplaces.
e.g.
Inmyfamily,therearefivepeople,mygrandfather,mygrandmother,myfather,mymotherandI.Myfatherworksinahospital.Heisadoctor.Mymotherworksinaschool.Sheisateacher...
1.Greetstudentsreadyforlearning.
1.HelpthestudentstorevisethewordsandexpressionsinSectionB.
Presentation
（10minutes）
1.Thewholeclasswork.
2.Individualwork.
3.Individualworkandpairwork.
1.Lookatthephotooftheteacher’sfamily.Trytoguesswhothefamilymembersareinthephoto.
e.g.
T:
Whoisthegirlinaredskirt?
Ss:
Isthatyou?
T:
Yes,youareright.
Whoisthemaninablackcoat?
Ss:
Isthatyourfather?
T:
No,it’smyuncle.Heismyfather’sbrother.
...
2.Do1a.Lookatthepicturesandreadthepre-readingquestionsin1a.Predictthemainideaofthepassage.Guesswhotheboyinthephotoisandcirclehismomanddad.
3.Skimthedialoguesin1a.Checkwhethertheanswersyouguessarerightorwrong.Readthedialogues.Thenaskandanswerinpairs.
e.g.
A:
Whoistheyoungwomaninyellow?
B:
SheisKangkang’saunt.
A:
WhoisthemaninagreenT-shirt?
B:
HeisKangkang’suncle.
A:
IstheyoungwomaninredKangkang’smother?
B:
Yes,sheis.
...
1.Showaphotoofthefamily.Makethestudentslookatthephotoandguesswhothefamilymembersareinthephoto.Helpthemtousethenewsentencepattern,“Whoisthe...in...?
”
2.Letthestudentsdosometasksbeforereading.
3.Makesurethestudentsknowhowtoaskandansweranswersaboutfamilymembers.
Consolidation
（5minutes）
1.Individualworkandthewholeclasswork.
2.Individualwork.
3.Individualworkandpairwork.
1.Read1aagainandcompletethepassagein1bindividually.Thenthewholeclasschecktheanswerstogether.
2.Trytoretell1bwiththehelpofthepicturein1a.
e.g.
ThisisaphotoofKangkang’sfamily.TheyoungmaninagreenT-shirtishisuncle.Theyoungwomaninyellowishisaunt.Theyhaveadaughterandsheisinpink...
Thisisaphotoof________.Theyoungmanin_________ishisuncle.Theyoungwomanin______ishisaunt.Theyhavea_____andsheisin____.
...
Thisisa______.Theyoungman_______ishisuncle.Thewoman____ishisaunt.Theyhave____andsheis_____.
...
3.Do1c.CompleteKangkang’sfamilytreeindividually.Thenaskandanswerquestionswithyourpartner.
e.g.
A:
Whoisthemaninblack?
B:
HeisKangkang’sfather.
A:
Whoisthewomaninyellow?
B:
SheisKangkang’saunt.
...
1.Checktheanswers.
2.Helpthestudentslearntoretellthepassage.Showthepassagewithsomewordsmissing.Itcannotonlyhelpthemconsolidatethedialoguesin1abutalsoimprovetheirspokenEnglish.
3.Tobeagoodlistenerandhelperwhilethestudentsmaketheirconversations.
Practice
（15minutes）
1.Groupwork.
1.Individualwork.
3.Individualwork.
1.Revisethesounds/aK/，/
/，/ý/，/tr/,/dr/inSectionA.Sitinsmallgroups.Trytosaywordswiththesoundsasquicklyasyoucan.Findoutwhichgroupcansaythemostwordscorrectlyandquickly.
2.Do3a.Completethewordsin3a.Thensomestudentsreadthemaloudtochecktheanswers.
3.Readthesentencesin3bindividually.Thenmatchthesentenceswiththepictures.Some
studentsreadthesentencestotheclass.Thenlistentothetape.Checktheanswerswiththeclass.Repeatafterthetape.
1.OrganizeagroupcompetitiontohelpthestudentsrevisethesoundsinSectionA.
2.Checktheanswersin3a.
3.Checktheanswers.Playthetape.
Production
（10minutes）
1.Individualworkandpairwork.
1.Drawyourfamilytree.Thenfillintheform.
person
job
workplace
I
Afterthat,askandanswerquestionsinpairswiththehelpofyourfamilytreeandtheformabove.
e.g.
A:
Whoisthewomeninred?
B:
Sheismymother.
A:
Whatdoesshedo?
B:
Sheisateacher.
A:
Wheredoesshework?
B:
SheworksinNo.1MiddleSchool.
A:
Whoisthemaninblue?
B:
Heismyuncle.
A:
Whatdoeshedo?
B:
Heisanofficerworker.
A:
Wheredoeshework?
B:
Heworksinanofficenearhere.
A:
Howoldishe?
B:
Heis35yearsold.
...
1.Makesurethe
studentsknowhowtoaskandanswerthequestionsaboutfamilymembers,theirjobsandtheworkplaces.
2.Assignhomework:
Writeapassageaboutyourfamilymembersaccordingtoyourfamilytree,includingyourfamilymembers,theirjobsandtheworkplaces.Thencheckwithyourpartners;
PracticethedialoguesinSectionC-1afluently.Trytoretellitinyourownwords;
PreviewSectionD—GrammarandFunctions.
Prepareaphotoofyourfamilymembers.
Teachingreflection：
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。
.Blackboarddesign
Whatdoesyourmotherdo?
SectionC
1.—Whoistheyoungwomaninyellow?
aunt
—She’smyaunt.uncle
2.—Whoisthemaninblack?
brother
—HeisKangkang’sfather.sofa
grandparent
cousin
daughter
tree
familytree
son
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