仁爱版 初一英语七年级上册教学案例设计Unit 3 Topic 2 What does your mother do(全套)
仁爱版七年级上册英语优秀教学案例：Unit3Topic2SectionC
1.教师布置一些与学校生活相关的作业，如写一篇关于学校活动的短文，用英语描述自己最喜欢的活动等，让学生在作业中巩固所学知识。
2.要求学生在作业中运用一般现在时，描述自己的学校生活，提பைடு நூலகம்他们的语言运用能力。
3.教师对学生的作业进行认真批改，给予积极反馈，提高他们的学习积极性。
4.针对学生的作业情况，教师进行教学反思，调整教学策略，为下一节课的教学做好准备。
5.教学策略灵活运用：作为一名特级教师，教师在教学过程中灵活运用了多种教学策略，如情景创设、问题导向、小组合作等，调动了学生的学习积极性，激发了他们的学习兴趣，提高了他们的英语素养。同时，教师关注每一个学生的成长和发展，关注他们的学习过程和结果，努力让每一个学生都能在英语学习中获得成功。
五、案例亮点
1.情境创设丰富多样：本案例中，教师通过展示学校各个场所的图片、播放学校生活的录音等多种途径，创设了丰富的学校生活情境，让学生在真实的语言环境中学习英语，提高了他们的交际能力。
2.问题导向激发思考：教师设计了一些富有启发性的问题，引导学生主动思考、探究，激发他们的学习兴趣和求知欲。同时，教师还鼓励学生提出问题，培养他们的问题意识和解决问题的能力。
作为一名特级教师，我深知教学内容与过程的重要性，它不仅是实现教学目标的有效手段，也是提高教学质量的重要保证。在教学过程中，我将根据学生的实际情况，灵活运用各种教学策略，调动学生的学习积极性，激发他们的学习兴趣，让他们在轻松愉快的氛围中学习英语，提高他们的英语素养。同时，我将关注每一个学生的成长和发展，关注他们的学习过程和结果，努力让每一个学生都能在英语学习中获得成功。
（三）学生小组讨论
1.教师设计一些关于学校生活的小组活动，让学生在小组内进行合作、交流、讨论。如讨论学校里的各项活动，并选出最喜欢的一项活动，用英语进行汇报。
仁爱版英语七年级上册Unit3 Topic2 SectionD教学设计
Unit 3 Getting TogetherTopic 2 What does your mother do? 教学设计Section DThe main activities are 1, 2a and 5. 本课重点活动是1和2a。
Ⅰ. Teaching aims and demands 教学目标1. (1) Learn the following phonetic symbols:/m/, /n/, //, /l/(2) Learn some new words and a phrase:happy, teach, only, after, look after2. Review Wh-Questions with what/where:(1)What do your parents do?(2)Where do you/they work?3. Learn the useful sentences:(1)I have a happy family.(2)My grandparents live with us and look after Rose at home.(3)Jack’s mother is in red.Ⅱ. Teaching aids 教具单词卡片/图片/录音机/幻灯片/录像设备/小黑板/奖品/投影Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间:15分钟)放录音，出示全家福，师生对话，复习有关职业的词汇及句型，引出新词汇，导入新课。
1. (方案一)(播放含有职业性对话的录音片断，师生互动。
)T: Now, let’s listen to the tape, and answer my questions.(1)(播放医生询问病人病情的录音片断，可以是中文的。
)T: What does the man/woman do?S1: He /She is a doctor.(2)(播放教师上英语课的录音片断。
七上Unit3Topic2SectionA教学设计
仁爱版英语七年级上册Unit 3 Getting Together
Topic2 What does your mother do ? Section A 【教材分析】
本话题主要学习表达、职业、工作场所等与日常生活紧密相关的话题。
本节课主要学习Section A -1a/1b/1c/2，介绍表示职业的名称及交际句型“What does she/he do?”“She/He is…”。
通过一系列的课堂活动和任务培养学生的听说读写等语言技能，提升学生的英语学习能力。
【设计理念】
以学生为主体，提倡学生参与、体验和小组合作探究的学习方式，教师在整个学生学习过程中只起到引导作用，在完成任务的过程中达到实现语言交际的目的。
通过一系列的课堂活动和任务培养学生的听说读写等语言技能，能流利地运用本话题出现的句型表达有关家庭成员的情况。
【学情分析】
七年级的学生比较活泼好动，竞争意识强，乐于表现自己。
本话题与日常生活紧密相关，通过创设有趣的课堂活动和适当的情境任务，让每个学生都能参与活动，并通过小组合作探究的学习方式让他们表现，使他们体验到成就感。
仁爱版七年级英语上册教案Unit 3 Getting together Topic 2(表格式)
What does he/she/your… do?
What do they do?
Step7 Listenand complete the passage
1.The teacher shows the pictures of the Yukio and Wang Junfeng and raises the question:
—What does he/she/your… do?
—He/She is a/an…
Activity3: Groupwork
Threestudentsinagroup make a conversation using the new words andthesentence pattern with their group members.
能正确运用实义动词一般现在时的特殊疑问句及其回答；
能运用本课所学的打招呼、询问职业等交际功能的基本表达进行交流，如：
（1）—Glad to meet you!—Glad to meet you, too.
（2）—What does your mother do?—She is a teacher.
2. Skill aims
What do their parents or sisters do?
plete the passage in 2
3.Check the answers
Step8 Summary and Enhancement
Acitivity1:
We learn new words…
We can use useful expressions…
parents = mother + father—What do your parents do?
仁爱版英语七年级上册Unit3Topic2Whatdoyourparentsdo教学设计
4.学习动机：学生对英语学习的兴趣和动机各异。部分学生对英语学习充满热情，积极参与课堂活动；而另一部分学生可能因为学习困难或兴趣不足，表现出一定的厌学情绪。
b.在班级内进行问卷调查，收集数据，并整理成报告，讨论不同职业的受欢迎程度及其原因。
5.创新作业：
a.结合自己的兴趣和特长，设计一个理想职业，并为其制作一份英文宣传海报，包括职业名称、工作内容、任职要求等。
b.在课堂上展示自己的创新作业，与同学分享自己的理想职如名人故事、职业发展等，拓宽学生的知识视野。
6.评价反馈：采用多元化的评价方式，如自评、互评、小组评价等，关注学生的全面发展，提高学生的自我认知。
7.教学策略：
a.利用思维导图，帮助学生梳理职业词汇，形成知识网络。
b.采用支架式教学，为学生提供足够的语言支持，使其在交流中逐渐提高语言表达能力。
5.合作能力：七年级学生具有一定的合作意识，但在实际操作中，部分学生可能过于依赖同伴，缺乏独立思考能力。因此，在教学过程中，教师应注重培养学生的合作能力和独立思考能力。
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于使学生掌握职业类词汇，如：doctor、lawyer、engineer等，以及句型"What do your parents do?"和"My father/mother is a..."，并能运用这些词汇和句型进行简单的交流和表达。
1.通过小组讨论、头脑风暴等方式，激活并扩展已有知识，自主探究不同职业的特点。
仁爱版英语七年级上册Unit3 Topic2 SectionC教学设计
Unit3Getting TogetherTopic2What does your mother do?教学设计Section CThe main activity is1a.本课重点活动是1a。
Ⅰ.Teaching aims and demands教学目标1.(1)Learn some words about family members and relatives:aunt,uncle,brother,grandparent,cousin,daughter,son(2)Learn other new words and a phrase:family,sofa,tree,family tree2.Identify family members:(1)This is a photo of my family.(2)Who’s the young woman in yellow?(3)Who are they on the sofa?(4)I have a big family.Ⅱ.Teaching aids教具图片/照片/教学挂图/录音机/小黑板/幻灯片Ⅲ.Five-finger Teaching Plan五指教学方案Step1Review第一步复习(时间:10分钟)运用图片和全家福照片，通过师生问答的形式，复习有关职业及工作场所的句型，并引入部分新单词，导入新课。
1.(教师出示各种职业人物的图片，复习有关职业及工作场所的句型。
)(教师出示一个医生的图片。
)T:What does he do?S1:He is a doctor.T:Where does he work?S1:He works in a hospital.(教师出示一个女教师的图片。
)T:What does she do?S2:She is a teacher.T:Where does she work?S2:She works in a school.(教师出示一个办公室男职员的图片，让学生互相问答。
仁爱版七年级英语上册Unit3Topic2教案
Topic 2 What does your mother do?Section AThe main activities are 1, 2a and 3a. 本课重点活动是1，2a和3a。
Ⅰ. Teaching aims and demands 教学目标1.(1) Learn some words about jobs:doctor, worker, driver, farmer, cook, nurse(2) Learn some other useful words and expressions:kid, glad, seat, have a seat, mother, father, parent, office2. (1)Talk about jobs:①—What does your mother do?—She is a teacher.②—What do your parents do?—They are both office workers.(2)Talk about greetings and introductions:①—Glad to meet you.—Glad to meet you, too.②Maria, this is my mom.Ⅱ. Teaching aids 教具人称代词卡片/小黑板/单词卡/教学挂图/录音机/幻灯片/教学卡片Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间:10分钟)1. (教师拿出人称代词卡片，随意抽出一张呈现给大家，让学生一个接一个地用老师呈现的不同人称代词灵活地说一个句子，要快速完成。
)Example:T: meS1: He often helps me.T: theyS2: They are teachers.…2. (教师利用单词卡教学kid, glad和seat。
(完整word版)仁爱英语七年级上册unit3-topic2教案
Teaching plan for Section C, Topic 2Unit 3 Getting TogetherI. Learning Objectives:1.learn and practice the words about family members:aunt, uncle, brother, grandparent, cousin, daughter, son2. Learn other new words and a phrase:family, sofa, tree, family tree3. Learn sentences for introducing and identifying family members:This is a photo of my family.Who’s the man in black?The man in a green T-shirt is his uncle.4. Talk about and introduce the family members in the photos.II. Teaching process:Step I Lead-in and presentation1.Teacher plays the flash in 3 to lead in the topic—family members.Students learn the word “family”.2.Teacher shows a photo of her family to introduce her family members.A family tree is drawn at the same time. Students learn the new words,“grandparent”, “son”, “uncle”, “brother”, “aunt”, “daughter”,“cousin”and “family tree”.3.According to the family photo, asks and answer between the teacherand the students. For example:T: Who is the man in a black jacket?Ss: He is your father.T: Who is the man in a red jacket?Ss: He is your uncle.…Step II Practice1.Show the photo of Kangkang’s family and ask the students to tell whois Kangkang. Learn the new word “sofa”.2.Ask the students to listen to 1a, and then finish Kangkang’s familytree.3.Ask students to make up conversations in pairs after the example.4.Ask the students to finish 1b. Students are asked to read the passage in1b aloud together when the answers are checked.Step III Production1.Students take out the family photos they prepared before the class andwork in groups to discuss how to introduce the family members in the photos.2.Ask several students to show the photos they have discussed in thegroups and introduce the family members to other students.Step IV HomeworkAsk the students to write a letter to their pen friends to introduce their family.。
仁爱版英语七年级上册Unit3 Topic2 SectionA教学设计
Unit 3 Getting TogetherTopic 2 What does your mother do? 教学设计Section AThe main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Teaching aims and demands 教学目标1. (1) Learn some words about jobs:doctor, worker, driver, farmer, cook, nurse(2) Learn some other new words and a phrase:kid, glad, seat, have a seat, mother, father, parent, office2. (1) Talk about jobs:①—What does your mother do?—She is a teacher.②—What do your parents do?—They are both office workers.(2)Talk about greetings and introductions:①—Glad to meet you.—Glad to meet you, too.②Maria, this is my mom.Ⅱ. Teaching aids 教具名词卡片/人称代词卡片/图片/教学挂图/录音机/幻灯片/小黑板Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间:10分钟)通过做游戏和师生问答等形式，复习上个话题的重点知识，并导入新课。
1. (问答游戏。
复习Do you like …?句型及答语。
)(1)把学生分成六人一组，每组准备七、八张名词卡片。
(2)第一个学生先抽一张卡片，其他学生一起问：Do you like …?让这位学生用Yes, I like it a little/a lot/very much.或No, I don’t like it at all.来回答。
仁爱版英语七年级上册Unit 3 Topic 2《What do your mother do》教案
仁爱版英语七年级上册Unit 3 Topic 2《What do your mother do》教案一. 教材分析本节课是仁爱版英语七年级上册Unit 3 Topic 2《What do your mother do》的教学内容。
本节课主要让学生掌握一般现在时的疑问句和回答，以及家庭成员的职业。
教材内容贴近学生的生活，有利于激发学生的学习兴趣，培养他们用英语进行交流的能力。
二. 学情分析七年级的学生已经掌握了基本的英语语法知识，对日常交流的语言有一定的理解能力。
但部分学生对家庭成员的职业词汇可能比较陌生，需要在课堂上进行讲解和操练。
三. 教学目标1.让学生掌握一般现在时的疑问句和回答。
2.让学生学会用英语询问和介绍家庭成员的职业。
3.提高学生的口语交流能力，培养他们的合作意识。
四. 教学重难点1.一般现在时的疑问句和回答。
2.家庭成员的职业词汇。
五. 教学方法采用任务型教学法，让学生在实际语境中运用所学知识，提高他们的口语交流能力和合作意识。
同时，运用情境教学法，让学生在生活情境中学习英语，提高他们的学习兴趣。
六. 教学准备1.制作课件，包括图片、词汇卡片等。
2.准备相关职业的词汇卡片。
3.准备一套家庭成员的手偶。
七. 教学过程1.导入（5分钟）利用图片引导学生谈论家庭成员，激发学生的学习兴趣。
2.呈现（5分钟）展示课件，呈现一般现在时的疑问句和回答，以及家庭成员的职业词汇。
让学生跟读，模仿语音语调。
3.操练（10分钟）分组进行角色扮演，让学生用英语询问和介绍家庭成员的职业。
教师巡回指导，纠正发音错误。
4.巩固（10分钟）用多媒体呈现一个家庭的情景，让学生听录音，回答问题。
然后让学生分组讨论，总结家庭成员的职业。
5.拓展（5分钟）让学生用英语编写一个关于家庭成员的职业的故事，并上台进行表演。
6.小结（5分钟）教师总结本节课所学的知识，强调一般现在时的疑问句和回答，以及家庭成员的职业词汇。
7.家庭作业（5分钟）让学生回家后，用英语询问和介绍家庭成员的职业，录音并发给老师。
仁爱版七年级英语上册Unit3Topic2SectionB教学设计
（三）学生小组讨论
1.教学活动：学生分成小组，讨论以下问题：
a. What is your favorite traditional festival? Why?
b. What do people usually do during this festival?
c. Can you describe the festival in English?
2.小组任务：各小组用英语汇报讨论成果，分享各自喜欢的传统节日及其习俗。
3.教学目的：培养学生合作交流、口语表达的能力，巩固所学知识。
（四）课堂练习
1.教学活动：教师设计以下练习题，检验学生对本节课内容的掌握情况：
在教学过程中，教师应以学生为主体，关注学生的个体差异，因材施教，充分调动学生的积极性、主动性和创造性，使他们在愉快的氛围中学习英语，提高英语素养。同时，注重培养学生的情感态度和价值观，使他们在掌握知识的同时，形成正确的世界观、人生观和价值观。
二、学情分析
针对七年级学生的年龄特点和英语学习水平，本章节的学情分析如下：
三、教学重难点和教学设想
（一）教学重难点
1.重点：本章节的重点在于让学生掌握描述传统节日习俗和活动的一般现在时态句子结构，以及相关的词汇和短语。
-重点词汇：Double Ninth Festival, climb mountains, enjoy chrysanthemums, tradition, respect等。
-对于难点内容，采用分步骤、循序渐进的教学方法，由易到难，帮助学生逐步克服困难。
3.课堂活动：
-设计小组合作活动，让学生在小组内分享自己了解的传统节日，用英语进行描述和讨论。
仁爱版英语七年级上册Unit3Topic2《Whatdoyourmotherdo》教学设计
仁爱版英语七年级上册Unit 3 Topic 2《What do your mother do》教学设计一. 教材分析《仁爱版英语七年级上册Unit 3 Topic 2 What does your mother do》主要介绍了家庭成员的职业。
本课通过引入职业词汇和家庭成员的称谓，帮助学生进行日常交流。
教材内容丰富，插图形象生动，有利于激发学生的学习兴趣。
二. 学情分析七年级的学生具备一定的英语基础，对日常生活中常见的职业有了一定的认识。
但部分学生可能会对家庭成员的称谓和某些职业词汇感到陌生。
因此，在教学过程中，教师需要关注学生的个体差异，针对不同水平的学生给予适当的辅导。
三. 教学目标1.知识目标：学生能够掌握家庭成员的称谓和职业词汇，如 mother,father, teacher, doctor 等。
2.能力目标：学生能够运用所学词汇进行日常交流，询问和介绍家庭成员的职业。
3.情感目标：培养学生对家庭成员的尊重和理解，增强家庭观念。
四. 教学重难点1.重点：家庭成员的称谓和职业词汇的掌握。
2.难点：询问和介绍家庭成员职业的交际运用。
五. 教学方法采用任务型教学法、情境教学法和交际法，以学生为主体，教师为指导，通过设定情境、任务和互动交流，激发学生的学习兴趣，提高学生的语言运用能力。
六. 教学准备1.准备相关职业词汇的图片和家庭成员的称谓卡片。
2.设计教学活动和对话场景。
3.准备录音机、课件等教学设备。
七. 教学过程1.导入（5分钟）教师通过出示一张全家福照片，引导学生谈论自己的家庭成员，复习家庭成员的称谓，如 mother, father, sister, brother 等。
2.呈现（5分钟）教师出示职业词汇的图片，如 teacher, doctor, nurse 等，引导学生说出这些职业的英文名称。
然后，教师通过幻灯片呈现一个家庭的情景，让学生听录音并找出家庭成员的职业。
3.操练（10分钟）教师学生进行角色扮演，模拟家庭成员的职业介绍。
仁爱版英语七年级上册Unit3 Topic2 SectionB教学设计
Unit 3 Getting TogetherTopic 2 What does your mother do? 教学设计Section BThe main activity is 1a. 本课重点活动是1a。
Ⅰ. Teaching aims and demands 教学目标1. Learn some new words and a phrase:work, hospital, on, farm, on a farm, drive2. Talk about jobs and workplaces:(1)—What does the man do?—He’s a doctor.(2)—Where does he work?—He works in a hospital.Ⅱ. Teaching aids 教具图片/教学挂图/小黑板/录音机/幻灯片/自制的转盘Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间:6分钟)通过检查家庭作业，问答接龙等形式，复习重点知识，导入新课。
1. (师生应用Glad to meet you.相互问候，全体起立。
)T: Good morning /afternoon, class. Glad to meet you again.Ss: Glad to meet you, too. Miss /Mr. …T: Please have a seat.Ss: Thank you.2. (将学生分为五人一组。
学生先在小组内宣读上节课布置的家庭作业，然后各小组推选一名学生向全班宣读。
)T: Please work in groups of five and introduce your father or mother to your classmates in groups. Then vote a student to report to us.3. (运用图片，做“问答接龙”活动，复习What do/does … do?)T: What does … do? (教师手持有某职业人员的图片。
仁爱版英语七年级上册Unit3Topic2《Whatdoyourmotherdo》说课稿
仁爱版英语七年级上册Unit 3 Topic 2《What do your mother do》说课稿一. 教材分析《仁爱版英语七年级上册Unit 3 Topic 2 What does your mother do?》是一篇以家庭成员职业为主题的语言材料。
通过本节课的学习，学生可以掌握一般现在时的特殊疑问句和回答，能够用英语简单介绍自己家庭成员的职业。
教材内容贴近学生生活，有利于激发学生的学习兴趣，培养学生的语言运用能力。
二. 学情分析七年级的学生已经掌握了部分英语基础知识，对一般现在时有一定的了解。
但部分学生英语基础薄弱，听说能力较差，对家庭成员的职业词汇掌握不够。
因此，在教学过程中，需要关注学生的个体差异，尽量让每个学生都能参与到课堂活动中来。
三. 说教学目标1.知识目标：学生能够掌握一般现在时的特殊疑问句和回答，学会用英语介绍自己家庭成员的职业。
2.能力目标：学生能够听懂、会说、会读本节课的核心词汇和句型，提高学生的英语表达能力。
3.情感目标：通过本节课的学习，学生能够学会关爱家人，尊重他人的职业选择。
四. 说教学重难点1.教学重点：一般现在时的特殊疑问句和回答，家庭成员的职业词汇。
2.教学难点：一般现在时的特殊疑问句和回答的运用，学生能够在实际情景中灵活运用所学知识。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中，学会运用所学知识。
2.教学手段：利用多媒体课件、图片、卡片等辅助教学，激发学生的学习兴趣，提高课堂效果。
六. 说教学过程1.导入：通过播放歌曲《What does your mother do?》，引导学生进入话题，激发学生的学习兴趣。
2.展示：展示家庭成员的职业图片，让学生用英语说出图片中的职业。
3.教学：讲解一般现在时的特殊疑问句和回答，让学生进行实践操练。
4.练习：分组进行角色扮演，让学生在实际情景中运用所学知识。
5.巩固：通过游戏、竞赛等形式，巩固所学知识。
仁爱版七年级英语上册Unit3Topic2SectionA教学设计
（3）写作练习：让学生用一般现在时描述家庭成员的职业，巩固语法知识。
4.课堂互动：
（1）鼓励学生积极参与课堂活动，为学生提供展示自己的机会。
（2）关注学生个体差异，给予每个学生充分的关注和鼓励。
5.作业布置：
（1）课后复习：要求学生复习本节课的词汇、句型和语法知识，巩固所学内容。
-新句型：What does your father/mother do? He/She is a... I have a big family. There are...in my family.
-语法：一般现在时描述家庭成员的职业。
2.教学方法：
-采用多媒体展示新词汇和句型，让学生跟读、模仿。
-结合真实场景，让学生进行角色扮演，运用新词汇和句型进行交流。
-鼓励学生在课后加强练习，不断提高英语水平。
五、作业布置
为了巩固本节课所学知识，确保学生对词汇、句型和语法的掌握，特布置以下作业：
1.词汇练习：
（1）抄写本节课所学的核心词汇，每个单词写三遍，要求书写规范、工整。
（2）用所学生词造句，至少五个句子，涵盖家庭成员和职业的描述。
2.句型练习：
（1）用本节课所学的句型，编写一段关于家庭成员职业的对话。
1.培养学生尊重不同职业，认识到每个职业都有其价值和意义。
2.引导学生关爱家人，珍惜亲情，学会感恩。
3.培养学生的合作精神，让学生在小组活动中体验到团队合作的重要性。
4.激发学生的学习兴趣，培养学生积极主动学习英语的态度。
5.培养学生跨文化交际的意识，了解不同国家的家庭文化和职业观念。
二、学情分析
(完整word版)仁爱英语七年级上册unit3-topic2教案.doc
Teaching plan for Section C, Topic 2Unit 3 Getting TogetherI. Learning Objectives:1.learn and practice the words about family members:aunt, uncle, brother, grandparent, cousin, daughter, son2.Learn other new words and a phrase:family, sofa, tree, family tree3.Learn sentences for introducing and identifying family members:This is a photo of my family.Who’s the man in black?The man in a green T-shirt is his uncle.4.Talk about and introduce the family members in the photos.II. Teaching process:Step I Lead-in and presentation1.Teacher plays the flash in 3 to lead in the topic —family members.Students learn the word“family ”.2.Teacher shows a photo of her family to introduce her family members.A family tree is drawn at the same time. Students learn the new words,“grandparent”,“son”,“uncle”,“brother”,“aunt”,“ daughter” ,“cousin” and“family tree”.3. According to the family photo, asks and answer between the teacherand the students. For example:T:Who is the man in a black jacket?Ss: He is your father.T:Who is the man in a red jacket?Ss: He is your uncle.⋯Step II Practice1.Show the photo of Kangkang’s family and ask the students to tellwho is Kangkang. Learn the new word“sofa”.2.Ask the students to listen to 1a, and then finish Kangkang’s familytree.3.Ask students to make up conversations in pairs after the example.4.Ask the students to finish 1b. Students are asked to read the passage in1b aloud together when the answers are checked.Step III Production1.Students take out the family photos they prepared before the classand work in groups to discuss how to introduce the family members in the photos.2.Ask several students to show the photos they have discussed in thegroups and introduce the family members to other students.Step IV HomeworkAsk the students to write a letter to their pen friends to introduce their family.。
仁爱英语七年级上第三单元教案
Teaching PlanOf Grade SevernIn Xishuangbanna Nationality Middle ShoolUnit 3Getting TogetherTopic 1 Do you like English?Topic 2 What does your mother do?Topic 3 What would you like to drink?Composer: Liu CaixiaAdviser:Nov. 13, 2010Unit 3 Getting TogetherTopic 1 Do you like English?Section AI Teaching aims and demands:1. Learn some new words and a phrase:could, tell, sure, speak, some, poor, with, help sb. with sth., problem, pet, often, want2. Learn Present Simple to do:(1)—Do you come from the U.S.A.? —No, I don’t.(2)—Do you like Chinese? —Yes, I do.3. Ask for permission and make requests:(1)—Excuse me, could you please tell me your name? —Sure.(2)—Could you help me with it? —No problem.II Teaching importance and difficulties: Learn to make requests and make friends.III Teaching approach: Communicative approach& Audio-visual approachIV Teaching aid: CAIV Teaching plan:1. Greeting and review:Sing this song: Apple Round, Apple Red to warm up.Review: Does he come from …?Where is he from?What does she look like?2. Presentation:(1) Present pen pal from letter. Explain important sentences:(2) Further explain useful expressions:3. Consolidation:According to the key words, practice and act out 1a.Look at some photos of Li Wei on Page 54. Let Ss ask their group members some questions to find a pen pal for him. Practice 2a in groups.4. Practice:Ss work alone and finish exercise 1c. Then, check the answers.5. Homework: If you have a pen pal, write to him\her after school. If you don’t have a pen pal, make one, please.6. Class activity:[Chant]I have a good friend. He comes from a far land.We always help each other. We learn from one another.Teaching complement:Section BI Teaching aims and demands:1. Learn some new words: live, say, visit, great, wall2. Learn some questions and answers with does:(1)—Does he speak Chinese? —Yes, he does./ No, he doesn’t. He speaks English.(2)—What does he say in the letter? —He wants to visit the Great Wall.3. Learn some useful sentences:(1)—Who is the letter from? —It’s from my pen pal, Sam.(2)—Is the letter in English? —Yes, it is.(3)—Where does he live? —He lives in England.(4)Kangkang knows me.II Teaching importance and difficulties: Learn to express preferences.III Teaching approach: Communicative approach& Audio-visual approachIV Teaching aid: CAIV Teaching plan:1. Review and lead-in:Ask Ss questions to warm up: Could you tell me your pen pal’s name?Could you speak Chinese?Can you help me with that?2. Presentation:Present new sentences directly and explain.1) Who is the letter from?2) Where does he live?3) Does Sam speak English?4) What does he say in the letter?Check the answers. After that Pair work. Finish 1b in pairs and practice.3. Consolidation:Listen to 2 Work alone. Listen and answer the questions.Listen and follow. Pay attention to the pronunciation of the third person singular forms.4. Practice:Practice these main sentence structures in pairs:（1）Do you like China? Do you have a good friend?（2）Does he/she like …?（3）Do you like your English teacher?（4）Does your good friend like the English corner?（5）Does he/she like the Great Wall?（6）Does …want to visit the Great Wall?5. Homework: Practice 4 in groups after class.Teaching complement:Section CI Teaching aims and demands:1.Learn some new words and phrases: many, lot, a lot, all, not … at all, so, study, each other, little, a little, them, very, much, very much2.Review personal pronouns.3.Go on learning some questions and answers with do/does.4.Express preferences:(1)—Do you like …? —Yes, I like it a little/very much/a lot.—No, I don’t like it at all.(2)—Does he/she like …? —Yes, he/she likes it a little/very much/a lot.—No, he/she doesn’t like it at all.II Teaching importance and difficulties:Review and further learn to express requests and preferences.III Teaching approach: Communicative approach& Audio-visual approachIV Teaching aid: CAIV Teaching plan:1. Greeting and review:Present personal information of Jane. Ask some Ss to introduce her.Present new words and phrases and explain:3. Consolidation:Read 1a and finish 1b on Page 57. Finish True or False exercise. And check the answers.Review subjective pronouns and objective pronouns and do exercise 2 Pair Work.4. Practice:1) Listen to 3a and follow. Practice this useful expressions:2) Listen to 3b and check how the students like English.5. Homework: Make a survey and try to know people’s preferences for colors.6. Class activity: Sing the song The More We Get together.Teaching complement:Section DI Teaching aims and demands:1. Learn the phonetics: /tr/, /dr/, /ts/, /dz/2. Learn some new words and a phrase: home, at home, its, dog, any, of3. (1)Review questions and answers with do/does:①—Do you want a pen pal? —Yes, I do./ No, I don’t.②—Does he speak Chinese? —Yes, he does./ No, he doesn’t.(2)Review the personal pronouns, including subject pronouns and object pronouns.4. Review the useful expressions:(1)—Excuse me, could you please tell me your name? —Sure. My name is Jane.(2)—Could you help me with it? —No problem.(3)—Do you like English? —Yes, I like it very much/a lot/a little.—No, I don’t like it at all.II Teaching importance and difficulties:Review making requests, making friends and expressing preferences.III Teaching approach: Communicative approach& Audio-visual approachIV Teaching aid: CAIV Teaching plan:1. Greeting and review:Present some pictures of animals and colors ask Ss to talk about what they like and what they don’t like. Then give an example passage to express preferences.2. Presentation:Listen to 2a and try to answer these questions:(1) Who is Kitty?(2) Who is Zhou Lan?(3) Does Zhou Lan like Tommy?Then check the answers. Ask Ss to read the passage loudly and pay attention to the key information. After reading finish the exercise True or False questions below the paragraph.3. Consolidation:Talk about their pets in pairs and write a passage. Some related talking questions are:(1) Do you have pets?(2) What’s your favorite pet?(3) Do you have a pet at home?(4) What’s the name of your pet?(5) What does your pet look like?Then present an example writing passage.4. Presentation:Listen to 1 and follow. Learn phonetic symbols: /tr/, /dr/, /ts/, /dz/5. Consolidation:Listen to 3a and 3b. Pay attention to the use of Subjective Pronouns and Objective Pronouns. Ask Ss to follow and understand.6. Practice:Listen, follow and understand:Could you please tell me your name? H e wants to visit the Great Wall.I don’t know him.Do you want a pen pal?And I help her study Chinese. Yes, I do. / No, I don’t.I like it very much. Does he speak Chinese?Please help us find him. Yes, he does. / No, he doesn’t.Nice to meet you. Does Lucy like China?Do you like them? Yes, she does. / No, she doesn’t.Pay attention to the questions and answers with do/does:☆Do you come from the U.S.A.? ---Yes, I do./No, I don’t.☆Does he speak Chinese ? ---Yes, he does./No, he doesn’t.☆Does Jane like China? ---Yes, she does. /No, she doesn’t.Excuse me, could you tell me your name? Sure. My name is Jane.Could you help me with it ? No problem.Do you like English ? Yes, I like it very much/a lot /a little.No, I don’t like it at all.7. Homework: Sum up what you have learned in this topic and preview the next topic. Teaching complement:Topic 2 What does your mother do?Section AI Teaching aims and demands:1.(1) Learn some words about jobs: doctor, worker, driver, farmer, cook, nurse(2) Learn some other new words and a phrase:kid, glad, seat, have a seat, mother, father, parent, office2. (1)Talk about jobs:①—What does your mother do? —She is a teacher.②—What do your parents do? —They are both office workers.(2)Talk about greetings and introductions:①—Glad to meet you. —Glad to meet you, too.②Maria, this is my mom.II Teaching importance and difficulties: Learn to talk about occupations.III Teaching approach: Communicative approach& Audio-visual approachIV Teaching aid: CAIV Teaching plan:1. Greeting and lead-in:Listen to the song The More We Get Together.Present a picture and ask Ss question “ Where are the kids?” to lead in the dialogue in this class. 2. Presentation:Look the video material of 1a, listen and say.Learn new words and a phrase in 1a: kid, glad, seat, have a seatThen present a picture of a family. Ask Ss to introduce the family members and their work. They can refer to 1a.Present words about jobs: doctor, worker, driver, farmer, cook, nursePresent sentence structures: ---What does he/she do? ---He/She is a …3. Consolidation:(1) Practice those sentence structures and new words according to the pictures in 3a and tips in pairs.Read 2a again and then complete the table on Page 62.Following are teaching importance:4. Practice:Pair work--- Talk about jobs after the example. Then ask T or use dictionary to know more jobs.5. Homework: Make a survey about what your friend’s parents do, then make a report. Teaching complement:Section BI Teaching aims and demands:1. Learn some new words and a phrase: work, hospital, on, farm, on a farm, drive2. Talk about jobs and workplaces:(1)—What does the man do? —He’s a doctor.(2)—Where does he work? —He works in a hospital.II Teaching importance and difficulties: Further learn to talk about occupations and work place.III Teaching approach: Communicative approach& Audio-visual approachIV Teaching aid: CAIV Teaching plan:1. Greeting and review:Present pictures and review talking about occupations:---What does he do? ---He is a teacher/driver…2. Presentation:Ask Ss these two questions: What do you do?& Where do you study?Then answers: I am a student. I study in a school.Or I am a teacher. I work in a school.Listen to 1a and act it out in pairs.3. Consolidation:Look at the pictures in 1b and practice in pairs. After Ss’ practice, ask some of them share their creations. Then practice 2 Complete the sentences. Check the answers.4. Practice:Listen to 3 and match the people’s names with the cities. Then listen again and write down their jobs. After that check the answers.5. Homework: make a survey about their parents’ jobs and workplaces.6. Class activity: Play the game job spinning.Teaching complement:Section CI Teaching aims and demands:1. (1)Learn some words about family members and relatives:aunt, uncle, brother, grandparent, cousin, daughter, son(2)Learn other new words and a phrase: family, sofa, tree, family tree2. Identify family members:(1)This is a photo of my family.(2)Who’s the young woman in yellow?(3)Who are they on the sofa?(4)I have a big family.II Teaching importance and difficulties: Learn to identify family members.III Teaching approach: Communicative approach& Audio-visual approachIV Teaching aid: CAIV Teaching plan:1. Greeting and review:Present pictures of a big family and Kangkang’s family and review.2. Presentation:Present new words: sofa, grandparents, uncle, aunt, cousin, grandfather, grandmotherListen to 1a and answer these questions:Is the young woman in red Kangkang's mother?Who are they on the sofa?Is the young woman in yellow his mother?Is the young man in green his uncle?3. Consolidation:Work alone and finish exercise 1b and check the answers.4. Practice:Present Kangkang’s family tree and make similar conversations according to the example:5. Homework: Looking at a presented family tree and write a passage to introduce the family.6. Class activity: (Chant)Section DI Teaching aims and demands:1. (1) Learn the following phonetic symbols: /m/, /n/, / /, /l/(2) Learn some new words and a phrase: happy, teach, only, after, look after2. Review Wh-Questions with what/where:(1)What do your parents do? (2)Where do you/they work?3. Learn the useful sentences:(1)I have a happy family.(2)My grandparents live with us and look after Rose at home.(3)Jack’s mother is in red.II Teaching importance and difficulties:Learn the following phonetic symbols: /m/, /n/, / /, /l/Review talking about occupations and identifying family members.III Teaching approach: Communicative approach& Audio-visual approachIV Teaching aid: CAIV Teaching plan:1. Greeting and review:Review words of family members and review talking about occupations under the help of pictures. Ask Ss work in pairs to talk about their family members and their occupations.Example and lead-in dialogue:Listen to 1 and follow. Learn phonetic symbols: /m/, /n/, / /, /l/Then present a new phrase: look afterRead 2a quickly and answer questions:( 1 ) Peter is twelve years old.( 2 ) Peter's father is a teacher.( 3 ) Peter has a little sister. She is only 4 years old.Read 2a again and answer questions in 2b. Check the answers.3. Consolidation:Listen to the conversation and mark True (T) or False (F) in 3 Work alone. Then check the answers.4. Practice:Listen, follow and understand:4a Grammar focus:What do/does … do?What do your parents do ? They are both office workers.What do you do ? I’m a student.What does the man do? He’s a doctor.Where do/does ... work?Where does he/she work? He/She works in a hospital.Where do you/they work? I/We/They work on a farm.4b Useful expressions:Teaching complement:Topic 3 What would you like to drink?Section AI Teaching aims and demands:1. (1)Learn some words about food and drinks:fish, chicken, rice, drink, juice, milk, water, vegetable, bread, hamburger(2)Learn some other new words and phrases: yourself/yourselves, help oneself (to), would, about, What about …? all right, for, idea, good idea2. Talk about having meals and making suggestions:(1)—Help yourselves! —Thank you.(2)—Would you like some …? —No, thanks.(3)—What would you like to eat/drink? —Apple juice, please.—I’d like …(4)—Milk for me, please. —Me, too.(5)—What about some …? —Good idea.II Teaching importance and difficulties: Talk about having meals and making suggestionsIII Teaching approach: Communicative approach& Audio-visual approachIV Teaching aid: CAIV Teaching plan:1.Review and lead-in:Review “What’s this in English?”“ It is …”Present some new words and learn uncountable nouns: rice, fish, chicken, juice Review “What are these in English?”“They are…”Present new words: vegetables, hamburgers2. Presentation:Present new sentence structures:And practice with new words.Look at 3 and match. Divide them into countable nouns and uncountable nouns. Present grammar of countable nouns and uncountable nouns.3. Consolidation:Watch the video clip of 1a and pay attention to the sentence structures just presented. Ask and answer in pairs and complete 1b after the example:Present new sentence structure:4. Practice: Group work and practice sentences:Listen to 2 and fill in the blanks. Then check the answers.5. Homework: Review the lesson and preview next lesson.Teaching complement:Section BI Teaching aims and demands:1. Learn some new words and phrases: usually, breakfast, lunch, supper, food, may, take, order, take one’s order, sir, something, glass, a glass of, wait, moment, wait a moment, let, well2. Talk about having meals and ordering food:(1)What do you usually have for breakfast, Michael?(2)May I take your order, sir?3. Go on talking about offering, accepting and refusing.(1)I t’s my favorite food. I like Chinese food very much.(2)—Would you like something to drink? —Yes. A glass of apple juice, please./No, thanks.II Teaching importance and difficulties:Learn to order food and talk about offering, accepting and refusing.III Teaching approach: Communicative approach& Audio-visual approachIV Teaching aid: CAIV Teaching plan:1. Review:Group work. Ask Ss work in groups and act eating in a restaurant.2. Presentation:Present new words and phrases directly and ask Ss to follow and learn.Present some new words, phrases and sentences:Listen to 1a and fill in the blanks:Michael has ______ and _______ for breakfast. He usually has ______, _______ and ______for lunch. He has _______ for supper.After checking the answers, listen, follow and then act it out.Pair work: ask and answer in pairs and finish the table in 1b.4. Practice:Listen to 2a and answer this question: What would Mr.Lee like?Listen again and repeat according to the key words.Practice in pairs. Choose the proper sentences to complete the conversation and then act it out. 5. Class activity: Sing this song Old McDonald Had a Shop.Teaching complement:Section CI Teaching aims and demands:1. Learn some new words and phrases:eat, out, eat out, dinner, have dinner, why, Why not …?2. Learn some useful sentences about having meals and making suggestions:(1)—Would you like to have dinner with me? —Yes, I’d like to.(2)—What would you like to eat? —Let me see.(3)—Why not have some fish and eggs? —Good idea.(4)—Help yourself to some fish. —Thanks.(5)Here you are.II Teaching importance and difficulties:Learn how to making suggestions and further learn expressions about having meals.III Teaching approach: Communicative approach& Audio-visual approachIV Teaching aid: CAIV Teaching plan:1. Greeting and review:Sing the song Old McDonald Had a Shop. Ask Ss to act the situation having meals in a restaurant. Giving some useful words and expressions to help Ss better expressing themselves.Ask Ss something about their daily life and lead in new knowledge.2. Presentation:Look at the video clip of 1a and answer: What would they like to est?Listen again and repeat. Practice the dialogue in pairs.3. Consolidation:Do exercise 2 on Page 74 and check the answers.Ss work alone. Look at the pictures and complete the table in 3.then check the answers.4. Practice:(1) Ss practice in groups to express their preferences. Following are useful tips:My name is ... I like ... a little. I like ... a lot/very much. I don't like ... at all.(2) Ss practice in groups and act inviting, ordering and eating in a restaurant. Useful expressions are: Would you like to have ... with me?May I take your order/May I help you?What would you like to eat/have?Why not ...?/What about ...?Would you like something to drink/ eat/have?(3) Do exercise 4. Match and practice in pairs.5. Homework: Review the lesson and preview Section D.Teaching complement:Section DI Teaching aims and demands:1. Learn some phonetic symbols: /h/, /r/, /w/, /j/2. Learn some new words and a phrase: dear, kind, such as, be3. Review ordering food and having meals.II Teaching importance and difficulties:Learn phonetic symbols: /h/, /r/, /w/, /j/ and review expressing having meals and make suggestions.III Teaching approach: Communicative approach& Audio-visual approachIV Teaching aid: CAIV Teaching plan:1. Review and lead-in:Sing the song Old McDonald Had a Shop. And act inviting a friend to eat out.Written exercise. Finish the sentences according to Chinese.2. Presentation:Listen to 1 and follow. Learn phonetic symbols: /h/, /r/, /w/, /j/Sum up the words of food/drink.3. Consolidation:Listen to 2a. It is a passage about food. Then answer the following questions:Check the answers.Read 2a again and write a similar letter to Ss’ friend.4. Practice:Listen, follow and understand:3a Grammar focus:3b Useful expressions:Help yourself/yourselves (to some fish). Thank you.What do you usually have for breakfast?I usually have milk and bread for breakfast.May I take your order, sir? Fish with vegetables and rice, please. Would you like something to drink?Yes. A glass of apple juice, please./No, thanks.What would you like to eat? Let me see. / I’d like some …Why not have some fish and eggs? Good idea.Milk for me, please. Wait a moment, please.Here you are. I’m very glad to be here.5. Homework: Review this topic and preview next topic.Teaching complement:Unit Teaching Reflection。
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Topic 2 What does your mother do?Section AI. Material analysis本课是第二个话题的第一课，通过Kangkang等几个小朋友的对话，学习有关不同职业的词汇和打招呼、询问职业等信息的表达方式，以及实义动词第三人称单数的特殊疑问句及其回答。
另外，在语音板块还将学习和总结字母组合ow, oy, ear, ure, tr, dr等的音标及发音规律，同时结合发音规律尝试拼读新单词。
II. Teaching aims1. Knowledge aims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中加以应用：home, kid, glad, mother, father, doctor, parent, office, worker, driver, farmer, cook, nurse;通过拼读已学单词学习和总结字母组合ow, oy, ear, ure, tr, dr等的音标及发音规律：/Ý/，/</，/> /，/?/，/ý/，/tr/，/dr/，结合发音规律尝试拼读新单词；能正确运用实义动词一般现在时的特殊疑问句及其回答；能运用本课所学的打招呼、询问职业等交际功能的基本表达进行交流，如：（1）—Glad to meet you! —Glad to meet you, too.（2）—What does your mother do? —She is a teacher.2. Skill aims能听懂有关询问职业的简单对话或叙述并完成相应的任务；能根据图文就询问职业的话题进行交流；能正确朗读对话，注意语音语调；能根据字母组合和音标初步地进行单词拼读；能写出询问和回答对方职业的简单句。
3. Emotional aims在学习过程中，通过谈论家庭成员及工作情况，学会热爱生活和关心他人。
III. The key points and difficult points1.通过拼读已学单词，学习和总结字母组合ow, oy, ear, ure, tr, dr等的音标及发音规律:/ Ý /，/</，/> /，/?/，/ý/，/tr/，/dr/ 并结合发音规律尝试拼读新单词。
2.能在学习有关打招呼、询问职业等信息的表达方式的基础上进行对话操练。
IV. Learning strategies1.能够结合图片预测对话的大意。
2.培养借助图片帮助听说的习惯。
3.能够清楚、大声地进行朗读，大胆开口，反复模仿。
V. Teaching aids录音机、教学挂图、多媒体和黑板。
VI. Teaching proceduresVII. Blackboard designWhat does your mother do?Section ASounds:1. —Glad to meet you! home /Ý/—Glad to meet you, too. kid /</2. —What does your mother do? glad /S/—She is a ... mother /?/3. —What do your parents do? father /ý/—They are ... doctor /tr/parent /dr/officeworkerdriverfarmercooknurseSection BI. Material analysis该部分是第二个话题的第二课时。
主要活动是1a和2。
通过Kangkang和Maria的对话，呈现了表达工作场所的新句型：“Where does he/she work? He/She works in ...”,同时复习巩固有关职业的表达“What does he/she do? He/She is a ...”。
此外，本课还将学习构词法，了解动词变相应名词的基本规则，扩大学生词汇量，降低词汇学习的难度。
学生在Section A中已经学习了有关询问职业的表达法，因此，在Section B中进一步学习关于询问工作场所的表达法应该难度不大，但是有一些工作场所的英语单词表达，可能学生还不是很熟悉，因此教师应该在对话操练中给予学生适时的帮助，帮助他们顺利完成对话操练。
同时在学生总结动词变名词的构词法时，应给予适当的指引和补充，帮助学生更好地了解构词法。
II. Teaching aims1. Knowledge aims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中加以应用：show, work, hospital, restaurant, on, farm, teach, act, drive;能根据已学单词，了解动词变相应名词的基本规则，并借助构词法，扩大词汇量，降低词汇学习的难度，如：teach→teacher, work→worker, farm→farmer, drive→driver, act→actor；能在对话操练中，正确运用实义动词第三人称单数的特殊疑问句及其回答；在教师的帮助与指引下，能就有关询问工作场所、询问工作等信息的表达方式进行交流。
2. Skill aims能听懂有关询问工作场所的简单对话或叙述并完成相应的任务；能根据图文就询问职业以及询问工作场所的话题进行交流；能正确朗读对话，注意语音语调；能写出职业及工作场所的单词或词组；能借助构词法，写出动词相应的名词。
3. Emotional aims在学习过程中，通过谈论家庭成员及工作情况，学会热爱生活的关心他人；采用小对话、小表演等灵活多样的授课方式，激发学生的好奇心和求知欲，培养学生学习英语的兴趣和积极主动的学习精神。
III. The key points and difficult points1.能就询问职业和询问工作场所等信息进行对话操练和小组调查活动。
2.结合构词法，写出动词相应的名词。
IV. Learning strategies1.以自行总结和发现规律代替机械记忆。
2.能够使用构词法帮助学习英语词汇。
3.能够借助图片预测对话大意。
V. Teaching aids录音机、教学挂图和黑板。
VI. Teaching proceduresVII. Blackboard designSection CI. Material analysis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Section A中所学的音标/a K/，/</，/S/，/?/，/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。
II. Teaching aims1. Knowledge aims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, family tree, son;能根据已学音标知识，在复习所学音标/ a K /，/</，/S/，/?/，/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：—Who is the young woman in yellow?—She’s my aunt.2. Skill aims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. Emotional aims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。
III. The key points and difficult points1.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。
IV. Learning strategies1.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。
V. Teaching aids录音机、多媒体、教学挂图和黑板。
VI. Teaching proceduresVII. Blackboard designsonSection DI. Material analysis本课是话题二的最后一个课时，主要活动是Grammar和Functions。
引导学生复习构词法、实义动词一般现在时的特殊疑问句及其回答，以及通过对话、听力训练、阅读训练、综合探究等活动复习和巩固Sections A~C学习的打招呼、询问职业、家庭成员、工作场所等信息的表达方式。
另外，学生将在学完本话题后，学会自行总结和归纳构词法的规律以及实义动词一般现在时的特殊疑问句及其回答，学会在实际的句子中发现语法错误并改正错误，同时还将锻炼他们听并判断、听再填空、读前猜测、读后总结的能力，提高他们用所学的词汇、句型、功能、话题进行综合探究活动的能力。
此外，在project的综合探究活动中，借助全家福，让学生以实践体验等方式来综合运用本话题所学知识，学会用英语做事情。
II. Teaching aims1. Knowledge aims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中加以应用：cute, play, its, love能根据本话题已学知识，自行总结和归纳构词法、实义动词一般现在时的特殊疑问句及其回答：teach—teach er, act—act or在教师的帮助与指引下，通过对话操练、听力训练、阅读训练、综合探究等活动复习和巩固有关打招呼、询问职业、家庭成员、工作场所等信息的表达方式，如：（1）—Glad to meet you.—Glad to meet you, too.（2）—What does your father do?—He is a doctor.（3）—Where does he work?—He works in a hospital.（4）—Who is the man in yellow?—He is my uncle.2. Skill aims能听懂有关询问职业、家庭成员等简单对话或叙述并完成相应的任务；能根据图文就职业、工作场所、家庭成员等基本情况的话题进行交流；能够在图片的帮助下进行阅读，理解大意、细节，并按要求进行语言活动；能根据提示书面介绍自己或同伴的家庭成员的工作情况。