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1、Module2MyfamilyUnit2Thesearemyparents本课时编写:合肥行知中学王海燕教材分析ThisisthesecondlessoninModule2,withMyfamilyasthetopic,aimstocompletethetaskof“providingandaskingforinformationofothers”.ThroughthelearningofUnitand2,practiceitisdesignedtoenablestudentstounderstandthepassagewhichi
2、ntroducedifferentpeople’sandtheirjobs.教学目标【知识目标】Keyvocabulary:bus,station,hospital,hotel,police,theatre,actor,driver,manager,nurse,policeman,we,an,job,at,same,busstation,policestation,busdriver,ataschool.Keystructures:1.Whatisyourfathersjob?’2.Mymotheristhemanagerofath
3、eatre.【能力目】Sswillbeabletoknowtheoccupationnamesandaskandanswerabouttheirfamilys’occupations.【情感目】Sswillknowhowtointroducefamilymembers’occupationsandlearntounderstandthem.教学重难点【教学重点】Learnthekeywords.【教学点】Theuseof"thepossessivecaseofnouns"课前准备Taperecorder,Multimedia教学过程
4、Step1LeadinShowsomepictures.Saywhatyouknowabouttheplacesandthejobs.Places:hospital,hotel,school,busstation,theatreJobs:doctor,nurse,hotelmanager,teacher,driver,actor⋯T:Doyoulikethesepictures?Whoworksinit?yourfatheroryourmother?S:Yes,Ido.Mymotherworksina...Myfatherworks
5、ina...【意】用片的形式引入本,具体形象,激学生趣。通答形式活堂气氛,正式入文内容的学行身。Step2LearnthenewwordsT:Nowlookatthephotos.Thisisapoliceman.Heworksinapolicestation.Thesearenurses.Theyworkinahospital.T:Whenyouseeamanorawoman,Whatjobscanyouthinkof?Thenletthestudentsrememberthewordsabove【设计意图】进一步以图片形式展示单
6、词教学,强化记忆,继而以思维导图构建职业领域的词汇,提升了学生的归纳整合力。Step3ReadandanswerAskSstoreadthepassageandfillintheblanks.1.Bettysparents’workina______.2.Lingling’smotherandDamingsmother’are_________.3.Tonys’fatherisa_________andhismotherisa_________.4.Damings’fatherisa_________.5.Linglingsfath
7、er’isa_________.Checktheanswers:1.theatre2.nurses3.manager4.teacher5.policeman6.busdriver【设计意图】细节寻读,渗透了阅读策略scan的培养。让学生在心细的阅读中体会文本的意义。Step4Completethetable【设计意图】以表格的形式完成阅读任务,进一步加深对文本的理解和整合。Step5WorkinpairsA:WhereisBettyfrom?B:She’fromsAmerica.A:Whatisherfathersjob?’B:He
8、’sanactor.A:IsTonys’fatheramanager?B:Yes,heis.A:IsDamings’fatheradrver?B:No,heisn’t.Hesapoliceman’.A:Whatisyourfather