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2019-2020年七年級(jí)英語(yǔ)上冊(cè) Module 2 Me, my parent and my friends教案 外研版 I Teaching objectives 單元教學(xué)目標(biāo) Skill Focus 聽(tīng) Listen and find out what people can do 說(shuō) Asking and answering about ability 讀 Reading passages and find about people’s jobs 寫(xiě) 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(yǔ) 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(yǔ)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(wèn)別人的信息”的任務(wù)為目標(biāo)，通過(guò)3個(gè)單元的學(xué)與練，旨在讓學(xué)生通過(guò)這一學(xué)習(xí)與體驗(yàn)的過(guò)程，能夠就自己與別人的能力進(jìn)行提問(wèn)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(yǔ)進(jìn)行社交活動(dòng)最基本的能力。 Unit 1要求學(xué)生通過(guò)聽(tīng)、讀、說(shuō)的練習(xí)，學(xué)會(huì)討論能力。 Listening and vocabulary 包括4部分。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(yǔ)和單詞，通過(guò)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(yǔ)言知識(shí)，為相關(guān)語(yǔ)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(tīng)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(guò)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(guó)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(guò)聽(tīng)力練習(xí)，正確捕捉和判斷聽(tīng)力材料中的信息，同時(shí)也為“提問(wèn)、回答能力”作好準(zhǔn)備。 Pronunciation and speaking 包括4部分。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(yǔ)音語(yǔ)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(wèn)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(lái)培養(yǎng)其初步的調(diào)查探究能力。 Unit 2 圍繞“如何介紹父母親”展開(kāi)，包括介紹他們的職業(yè)、工作單位以及能力等。 Vocabulary and reading 包括5部分。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(lái)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(yǔ)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)。 Writing 包括2部分。Part 6對(duì)學(xué)生在寫(xiě)作時(shí)正確使用大小寫(xiě)和標(biāo)點(diǎn)符號(hào)提出了要求；Part 7讓學(xué)生在回答問(wèn)題的同時(shí)，學(xué)會(huì)如何詢問(wèn)別人父母的有關(guān)信息，也為寫(xiě)作提供了最基本的要素與素材。 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)。 Language practice包含4部分。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(guò)看圖片與比較練習(xí)有關(guān)情態(tài)動(dòng)詞can的一般疑問(wèn)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(xiě)出正確的表達(dá)，對(duì)學(xué)生記憶與書(shū)寫(xiě)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)。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(yǔ)言的書(shū)寫(xiě)形式。Module task 為學(xué)生提供了介紹和詢問(wèn)個(gè)人信息的框架結(jié)構(gòu)。 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(yǔ)言目標(biāo) Key vocabulary 重點(diǎn)詞匯 parents, can, basketball, piano, tennis, table tennis, ride, horse, Ability goals 能力目標(biāo) Enable students to talk about sports and ability. Teaching methods 教學(xué)方法 Listening, reading and speaking. Teaching aids 教具準(zhǔn)備 A tape recorder, some pictures and a projector. Teaching procedures and ways 教學(xué)過(guò)程與方式 Step I Warming up and Matching Get the students to match the words and phrases with pictures and make them familiar with sports. T: Hello! Boys and girls! S: Hello! … T: I am very happy today, because I can play table tennis! S: Congratulations! T: Thank you. Do you know other sports? S: Yes! Basketball, tennis, football, swim… T: Good! Well, now, I will show you some pictures. And let’s see what sports you can do. Show students the following pictures，words and phrases. A B C D E F G H I 1 sing 2 swim 3 ride a bike 4 ride a horse 5 play the piano 6 play the basketball 7play the football 8 play the table tennis 9 play the tennis T: Do you know them? S: Yes! T: Well, now, match the words with the pictures (If necessary, explain this in Chinese.) Work with your partners like this: A—1. Do you understand? S: Yes! T: Well, let’s begin. Give students enough time to do this. After several minutes. T: Finished? Then check the answers. Suggested answer: A—6 B—7 C—2 D—8 E—1 F—4 G—9 H—5 I—3 After that, if time permits, get students to bee more familiar with the words by playing a game: Ask the students to turn their back to these pictures. Ask one of them to stand in front of the class. Point to one of the pictures and let the student act out. Then make the other students to guess and speak out the correct words. After that, ask them to write and fill in the blanks in 1. Step II Speaking Get the students to talk about what they can do using the structure: I can… T: Well done! So many sports, and tell me what can you do? S: I can play basketball / football / table tennis / tennis… S: I can play the piano… S: I can ride a bike / a horse… S: I can swim / sing… T: Great! Now look at this: Show the following. 1. play+ basketball / football / table tennis / tennis…（球類） 2. play+the+ piano…（樂(lè)器） 3. ride a bike / a horse… T: Can you find any difference? S: 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; 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 second time, ask them to check; 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; ask them to describe the pictures. Step V Homework Ask students to remember the words listed and plete Parts 6&7 in the workbook. Period 2 Integrating skill (I) Language goals 語(yǔ)言目標(biāo) 1. Key vocabulary 重點(diǎn)詞匯和短語(yǔ) 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 role-play Teaching aids 教具準(zhǔn)備 A tape recorder, a projector and some slides. Teaching procedures and ways 教學(xué)過(guò)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 6&7 in the workbook. Step II Reading Get students to read the dialogue. Help them learn how to introduce themselves and others, and also how to talk about ability. T: Do you still remember Lingling? S: Yes! T: And today, two new students are ing to her school. Do you want to know them? S: Yes! T: Good! Tell me what do you want to know about them? S: Their names. S: How old are they? S: Where are they from? S: What can they do? … T: Good! Now, quickly look at the dialogue in 3, and tell me what their names are? Ask the students glance at part 3 and find out the names they will deal with in next steps. After a while. S: They are Betty and Tony! T: Great! Now read after the tape. Are you ready? S: Yes! Play the tape recorder for the students, pause if the sentence is too long, some words are difficult for students to pronounce, and also intonations are special. After this, ask students to read again to gain useful information of introduction. T: OK. Next, read the dialogue again. Then work in groups of four, and act it out. Give students several minutes to read and prepare for their performance. Several minutes later. T: Are you ready? Who wants to have a try? Hands up! Ask several groups to act the dialogue out. Encourage them perform that without books. T: Well done! Now, look at this chart: Show students the following chart: Name 介紹他人 介紹自己 Nationality (國(guó)籍) Age (年齡) Can Can not T: Next, read the dialogue again. plete the chart with your partners. Clear? S: Yes! Give students enough time to do this, which helps them find the way to introduce oneself, the others T: Are you ready? S: Yes! T: Who wants to have a try? Ask some students to plete the chart separately. Then check the answers together. Name Betty Tony 介紹/詢問(wèn)他人 介紹自己 This is … I’m … Nationality (國(guó)籍) America England They are from… I’m from… Age (年齡) 13 11 I’m…(years old). Can Play football, basketball, speak English, Speak English, play football, table tennis, and ride a bike. —Can you…? —No, I can’t. / Yes, I can. I can… Can not Speak Chinese Swim and speak Chinese. I can’t … T: Great! Step III Listening Get students to listen to the tape and finish Part 4 First ask the students to glance at Part 4, and then play the tape recorder and ask them to choose Yes or No. After that, check the answers together. Step IV Pronunciation Get students to correctly pronounce three pairs of consonants. When do this part, show the words listed in Part 5 to students and then divided them into 6 groups and find out the same pronunciations after talking. T: Well, everybody, would you like to play a game? S: Yes! T: OK! Now, look at this: Show students the following words: 1. play piano 2. bike Betty basketball 3. table Tony tennis 4. old friend ride students 5. can can’t 6. English leg T: Listen carefully! I only say that once! Work in groups, read and find out the same pronunciation in each group. Let’s say which group finishes that quickly and correctly. Clear? S: Yes! Then divide the class into 6 groups. Give them enough time and do that. Several minutes later. T: Finished? S: Yes! T: OK. G1, what about the first group of words? While asking students to read the pronunciations they have found, try to correct the improper pronunciations and encourage the right ones. G1: It’s /p/. T: G2 G2: It’s /b/. T: G3 G3: It’s /t/. T: G4 G4: It’s /d/. T: G5 G5: It’s /k/. T: G6 G6: It’s /g/. T: Well down! Now, listen to the tape, and read after it. Play the tape recorder; 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; let others guess which one it is according to the shape of the mouth. Step V Listening and speaking Get students to practice how to state, ask and answer about ability. Showing examples: First ask some students to stand up, and ask them questions like the following one, ask the other students to listen carefully: T：Hello! (What’s up? / How is it going …) A. A：Hello! (What’s up? / Good…) Mr. / Miss … T：Can you speak Japanese (Explain it in English if students don’t understand that.)? A：No, I can’t. Ask the other students: T：Can A speak Japanese? S：No, she / he can’t. T：Great! Thank you, sit down, please. Then ask another student—B: T：Excuse me! Can you swim? B：Yes, I can. Ask the other students: T：Can B swim? S：Yes, she / he can. T：Very good! Speaking T：Now, look at Activity 7. And make dialogues with your partner. Clear? S：Yes! Give students enough time to look at the information and make their own dialogues. Several minutes later, ask some pair to stand in front of the class and show themselves. Sample dialogue: A: Can Betty play basketball? B: Yes, she can. Can Betty play basketball? A: No, she can’t. T: You have done a really good job! Ask your partners friends and find out what they can do. OK? S: OK. Give students enough time to do this. Then ask some pairs to perform in front of the class. Step VI Homework Finish Activity 10&11 in the workbook. Period 3 Reading and speaking Language goals 語(yǔ)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(guò)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 some students to tell their answers. If necessary, play the tape recorder for several times, help the students plete and check the difficult points. Step II Vocabulary and matching Get students to learn some new words about job and working places. T: Boys and girls, here is a question, and I don’t know how to answer it. Can you help me? S: Yes! Of course! T: Well, here we go: She doesn’t work in a garden, but people call her gardener(園丁) / 鼠的共同名／帥字多一橫.So, who is she? S: She is a teacher! T: Great! Meanwhile show students the picture of a teacher. teacher school T: And she works in the … S: School! T: Well done! Show students the picture of a school: T: So, her job is teacher and she is a teacher at school. Right? S: Yes! T: Now, let’s look at the pictures. Show students the following pictures : (1) (2) (3) (4) T: Pictures 1 means in the primary school; so Picture 2 means in …; 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)”。 Then praise them and show the word university to them, and ask them repeat after the teacher. T: Well done! That is university! Do you know Harvard? S: Yes. / No. T: Well, it is one of the greatest universities in the world. Here are some pictures for you. Show students the pictures of Harvard. If time permits, ask students some questions about their feelings of going to the top universities, and arouse their interest in learning. T: So, we say, teacher in a university is … S: University teacher! T: That’s it! Show students the pictures of a university teacher. T: So, the man is a teacher at university. Then show students the following chart: Job Teacher Working place University All these above aim at arousing students’ interest about job and working places. After that, leave the other jobs and working places to them to discuss with their partners and match. T: OK. It’s your turn now! plete Activities 1&2 on Page 10 with your partners, and then fill in the chart. Clear? S: Yes! Give students enough time to do the two parts. While they are discussing, go around and help them. Several minutes later, ask some students to fill in the chart and check the answers together. Sample answer: Job teacher doctor factory manager factory worker Hotel manager secretary Working place university hospital factory factory hotel university / school Step III Speaking Get the students to work in pairs to talk about What are your parents’ jobs? T: You see, so many jobs. Show students the following pictures. T: What are your parents’ jobs? Now, look at Activity 3 and discuss with your partners. Give students enough time to make their dialogues and then ask some of them to perform in front of the class. Sample dialogue A: What are your parents’ jobs? B: My mother is a teacher. My father is a doctor. What about your parents? A: My mother is a secretary. My father is a factory manager Step IV Conclusion and homework Get students to review what they have learned in this period. T: Everybody, tell me, what jobs do you know in this class? S: Doctor, factory manager, factory worker, hotel manager, secretary, and teacher. T: Great! So, how to ask about your parents’ jobs? S: What are your parents’ jobs? T: We can say… S: My mother is a (an)… My father is a (an)… T: Great! After class finish Activity4 on Page 13 and Activities 8&9 in your workbook. Will you? S: Yes! T: OK. Class is over, you’re dismissed! Also, if time permits, ask some students to act as a doctor,…, and let other students to guess and say. Period 4 Reading and writing Language goals 語(yǔ)言目標(biāo) Key vocabulary 重點(diǎn)詞匯和短語(yǔ) at, photo, at the hospital Ability goals 能力目標(biāo) Enable students to introduce their parents’ jobs and also use capital letter and full stop correctly. Teaching methods 教學(xué)方法 Reading, pair-working, speaking and writing. Teaching aids 教具準(zhǔn)備 A tape recorder, a projector, Teaching procedures and ways 教學(xué)過(guò)程與方式 Step I Revision and homework checking Check the answers to Activities 8&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; for the second or other time, ask them to repeat without looking at the book, help them get familiar with the passage, and the way of introducing themselves and their parents’ jobs. T: Now, listen to the tape and read after it. Clear? S: Yes! Play the tape recorder. T: Now, close your book and read after the tape. Are you ready? Play the tape recorder for a third time, pause where necessary. Performing Ask some students to stand in front of the class and role play the passage. T: Well, next let’s role-play. Who wants to be Betty?... Tony?... Daming?... Lingling?... T: Great! Let’s wele them! (Applause) Encourage these students to introduce themselves as Betty, Tony, Daming, Linglin