【文档说明】Unit 3 Topic 2《I have a big family》（SectionC）教案-七年级上册英语【仁爱版】.doc，共(7)页，45.500 KB，由小喜鸽上传

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Unit3Topic2SectionC参考教案Themainactivityis1a.本课重点活动是1a。Ⅰ.Teachingaimsanddemands教学目标1.(1)Learnsomewordsaboutfamily

membersandrelatives:aunt,uncle,brother,grandparent,cousin,daughter,son(2)Learnothernewwordsandaphrase:famil

y,sofa,tree,familytree2.Identifyfamilymembers:(1)Thisisaphotoofmyfamily.(2)Who’stheyoungwomaninyellow?(3)Whoaretheyonthesofa?(4)Ihaveabigfamily.Ⅱ.Tea

chingaids教具照片/教学挂图/交互式电子白板/幻灯片Ⅲ.Five-fingerTeachingPlan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:Whatdoeshedo?S1:Heisadoctor.T:Wheredoeshework?S1:Heworksinahospital.(教师出示一个

女教师的图片。)T:Whatdoesshedo?S2:Sheisateacher.T:Wheredoesshework?S2:Sheworksinaschool.(教师出示一个办公室男职员的图片，让学生互相问答。)S3:Whatdoes

themando?S4:Heisanofficeworker.S3:Wheredoeshework?S4:Heworksinanoffice.2.(出示一张四口之家的全家福，通过陈述人物关系引入新词汇。)T:Lookatthisphoto.

It’saphotoofMichael’sfamily.(板书并要求学生掌握。)familyT:(指着图片上的男孩)TheboyisMichael.(指着图片上的女孩)Thelittlegirlishissister,Jane.MichaelisJane’sb

rother.(板书，让学生猜其意。然后要求学生掌握。)brotherT:ThemaninblackisMr.Brown.HeisMichaelandJane’sfather.Thewomaninredistheirmother.SoJaneisthewoman’sd

aughterandMichaelisherson.(板书并要求学生掌握。)daughter,son3.(猜人物关系，学生听教师的描述，在教师的帮助下学习更多新词汇。)T:Yourfather’sbrotherisyour…?Ss:Uncl

e.(帮助学生回答。)(板书并要求学生掌握。)uncleT:Yourmother’sbrotherisyour…?Ss:Uncle.T:S5,doyouhaveanuncle?S5:Yes,Ido./No,Idon’t.T:Yourfather’ssister

isyour…?Ss:Aunt.(帮助学生回答。)(板书并要求学生掌握。)auntT:Yourmother’ssisterisyour…?Ss:Aunt.T:Youraunt’ssonisyour…?Ss:Cousin.(帮助学生回答。)(板书并要求学生掌握。)cousinT:Y

ouraunt’sdaughterisyourcousin,too.Here,cousinmeans“表姐妹”inChinese.T:Yourparents’parentsareyour…?Ss:Grandparents.(帮助学生回答。)

(板书并要求学生掌握。)grandparents(导入新课。)Step2Presentation第二步呈现(时间:6分钟)利用师生问答、听录音跟读、分角色朗读等形式，呈现1a内容，学习部分生词。1.(教师

展示1a教学挂图，通过问答形式，学习新单词，理清1a中的人物关系。)T:ThisisaphotoofKangkang’sfamily.(板书)aphotoof…(师生问答，允许有不符合原文的回答，为后面的听力打基础。)T:Who’stheyoungwomaninyellow?S1

:SheisKangkang’saunt.T:Who’stheyoungmaningreen?S2:HeisKangkang’suncle.T:Who’stheyoungwomaninred?S3:SheisKangkang’smo

ther.T:Who’sthemaninblack?S4:HeisKangkang’sfather.T:(手指沙发)Whoaretheyonthesofa?(板书并要求学生掌握。)sofaS5:TheyareKangkang’sgrandparents.T:Whoisthelittlegirl

?S6:SheisKangkang’scousin.2.(听1a录音，核对答案。)3.(再听1a录音并跟读，模仿语音语调。)T:Listenandrepeat.Imitatethepronunciationandintonation.4.(学生分角色朗读，完成1a。)T:Read

1ainroles.Step3Consolidation第三步巩固(时间:10分钟)通过找关键词、表演对话、展示全家福等形式，使学生在运用中掌握新知识。1.(学生自读1a，并找出关键词。教师板书关键词，让学生根据关键词表演1a对话。)T:Read1abyyourse

lvesandfindoutthekeywords.Thenactoutthedialogaccordingtothekeywordsontheblackboard.2.(学生再读1a。根据1a内容，完成1b，并互相核对答案。)T:Please

read1aagainandfillintheblanksin1baccordingto1a.Thenchecktheanswerstogether.3.(挑选几个学生，展示自己的全家福，并作简单介绍。)T:Pleaseshowusphotosofyourfamily.The

nintroducethemtoyourclassmates.S1,please.S1:Thisismy…He/Sheisa(an)…He/Sheworks…S2:Therearethreepeopleinmyfamily.Theyaremymother,fatherandI.Mymothe

risateacher.……(对于介绍流利，发音准确的学生，给予表扬。)Step4Practice第四步练习(时间:12分钟)1.(教师出示画在小黑板上康康的家谱。)T:ThisisKangkang’sfamilytree.(板书并要求学生掌握。

)tree,familytree2.(让学生参照1a内容，完成康康的家谱，核对答案，完成1c。)T:PleasecompleteKangkang’sfamilytreeaccordingto1a.Thencheck

theanswerstogether.3.(让学生参照康康的家谱编对话，两人一组练习，然后找几组到讲台前表演。)T:PleasemakeconversationsaftertheexampleaccordingtoKangkang’sfamilytree.Thenpracticeinp

airs.I’llaskseveralpairstoactthemoutinthefront.Example:T:Who’sthemaninblack?S1:He’sKangkang’sfather.4.(教师用幻灯

片展示一篇短文，学生读后完成家谱，并核对答案。)MynameisJack.Iamaboy.I’m12yearsold.I’mastudent.Myfatherisadoctor.Mymotherisateacher.Myauntandunclearebothofficeworkers.T

heyhaveadaughter.Ihavealittlesister.Mylittlesisterisfouryearsold.Sheisathomewithmygrandparents.T:Nicework.Pleasereadthepassageontheslide,then

completethefollowingfamilytree.(核对答案。)5.(让学生画自己家的家谱，并对家庭成员作简短的批注，如：职业、年龄和工作地点等。)T:Drawyourownfamilytreeandwrite

someinformationaboutyourfamilymembers,suchasjobs,agesandworkplaces.6.(根据自己家的家谱和2中的提示性问题写一篇小短文，完成2。)T:Writeashortpassageaccordingtoyourow

nfamilytreeandthequestionsin2.I’llaskseveralstudentstoreadyourpassages.Example:Thisismyfamily.Myfatheris…yearsold.Heisa/an….Heworksin/on/at….Mymothe

ris…yearsold.Sheisa/an….Sheworksin/on/at….Myauntis….Myuncleis….Iam…yearsold.Iama….(教师挑选几个学生，让他们大声朗读自己的短文，并给予点评和鼓励。)Step5Project第五步综合探究活动(时间:7分钟

)通过chant、采访和填表格等探究活动，培养学生综合运用目标语言的能力。1.(播放录音，学生跟着chant。在吟唱中复习所学词汇，完成3。)T:Listentothetapeandhaveachan

t.2.(采访活动，让学生充当小记者采访同学，然后完成下表。出示小黑板。)T:Supposeyouareajournalistandinterviewyourclassmatesabouttheirfamilymember

s.Thenfilloutthetableonthesmallblackboard.___’sFamilyNameRelationAgeJobWorkplace___’sFamily3.Homework:收集家人及亲

戚的照片，用英语写一篇短文，简单描述他们的职业、工作单位、与你的关系等情况，并带到学校来，与同学们共享。板书设计：Whatdoesyourmotherdo?SectionConthesofaThisisaphotoof…familytreekeywords:aphoto

of——womaninyellow——womaninred——maninagreenT-shirt——onthesofa——bigfamily