题目

NSE 7A M2 U2

年级学科

  七年级英语

课型

信息技术与

学科整合课

授课教师

胡伟红

工作单位

奉化锦屏中学

教学目标

1. Language focus

  a. Words and phrases : sister,parent,brother, family, who,grandfather,these,those,they, 

  b. Key sentences

    1. What is your father's job?

    2. My mother is the manager of a theatre.

    3. These are…/ This is…

2. Ability goals

Students will be able to understand job introduction in reading

3. Learning ability goals

Students will be able to write personal information, using full stops and capital letters correctly.

教学重难点

关键

The use of “the possessive case 

教学方法

Bottom-up approach

运用的

信息技术工具

硬件：multi-media

软件：Flash, video, mp3

教学设计思路

课文中表示工作和场所的单词比较集中，采用词汇图的方式，吧表示职业和工作场所的单词作为一个整体认知呈现给学生，降低学生的识记量，有助于整体记忆，也能促进学生认知能力的发展。

课文强调整体阅读，借助阅读策略，指导学生读前看图及找关键字的能力，了解细节信息。同时，整理文章框架结构，以读促写。

教学过程

设计意图

时间安排

Teaching procedures and ways

Step 1. Warming up

  Enjoy a song about jobs.

Step 2. Pre-reading

  1. Look and say about the jobs and workplaces.

  2. Let’s play a guessing game according to the pictures. 

  3. Label the people and places in the pictures.

  4. Work in pairs. Ask and answer.

  1) A: What is your father’s job?

    B: He is a /an…in (at) ….

    A: What is your mother’s job?

    B: She is a /an…

  2)A: What are your parents’ jobs?

   B: My father is a /an…in (at) ….

     My mother is a /an….

Step 3. While-reading

  1. Skim the passage. What do the students mainly talk about?

  2. Read the passage and write the letters of the pictures in Activity 1.【 】

  2. Read again and complete the table.

  3. Discuss: Who has a photo with him? Who doesn’t? Why?

  4. Imitate the passage, paying much attention to the pronunciation and intonation.

Step 4. Post-reading

  1. Group work. Talk about your family.

  My name is____________. __________my parents. My father is a /an ________and my mother______________________. We’re__________.

  2. Write about your family members.

Step 5. Homework

  Level A: 1. Imitate the passage.

         2.Fill in the blanks about your family.

  Level B: 1.Imitate the passage as fluently as you can.

         2. Finish your writing.

1. 以有关工作的歌曲导入，调动学生参与课堂的积极性，贴入本课教学主题。

2. 读前活动，结合图片教学有关工作及场所的单词，借助简笔画猜测优秀进行初步巩固。再请学生再图中标注，逐步内化。最后，通过两人活动进行问答，获得相关信息。

3. 通过整体阅读，了解文章主旨；然后，请学生跳读，寻找匹配的图片；接着，在三读的基础上，完成表格，获取细节信息。在文章内容了解的基础上，思考并讨论，初步培养学生的英语思维能力。最后，请学生跟读并模仿语音语调。

4. 小组活动，谈论各自的家庭。学生可以借助所提供的支架，也可以在此基础上自主完成。其次，在分享基础上，修改自己的内容，并落实在笔头上。

5. 作业布置分层，确保不同程度的学生有不同程度的提高。

2分钟

8分钟

20分钟

8分钟

2分钟

板书设计

Unit 2 This is my sister.

1. What’s his/her job？

2. Jobs: police/policeman, actor, driver, manager, nurse  

   Workplaces: station, hospital, hotel, theatre

3. This is...

 These are...

   He/She is a/an ... at/in ...