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外研版初中英语七年级上册《Module 2》模块教学设计及练习题（含参考答案）
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这是一份外研版初中英语七年级上册《Module 2》模块教学设计及练习题（含参考答案），共38页。
外研版初中英语七年级上册《Module 2》模块教学设计及练习题（含参考答案）
学科： 英语 年级： 七年级
名称： 上册Module 2单元教学设计
设计姓名：
Module 2 My family
学 科
英 语
年 级
七年级
设计者
教材版本
外研版
册、章
上册Module 2
模块总课时
5
模块主题
本模块以“家庭”为话题，对于七年级的学生来说，他们在第一模块刚刚做了自我介绍，对彼此的了解还不是很深，同学们可以借助本模块的话题做进一步的了解，本模块三个单元所设计的一系列活动也都紧紧围绕这一话题展开，激发了学生参与教学活动的积极性。
课标要求
《英语课程标准》(2011版)要求通过本模块的学习能够理解和运用以“家庭”为话题的语言表达；理解“指示代词”这语法项目并能在特定语境中使用。
教材分析
本模块的第一单元主要侧重对学生听说能力的培养，本单元以讨论Tony的全家福开始进行“说”的训练，并延伸到学生介绍自己的家庭，全体学生都会在活动中受到充分的听说训练。第二单元则注重对学生读写能力的培养，以建立家长与教师的联系档案为主线，提高学生的阅读能力，并能写关于自己家庭的简单介绍。第三单元从听说读写四个方面培养学生综合语言运用能力。
学情分析
对于初一的学生来说，他们在上一模块中刚刚作了自我介绍，同学之间的了解还不是很深，本模块的话题“家庭”正好迎合了学生们想进一步相互了解的心理。学生对这个话题应该很感兴趣，而且本模块的活动围绕着询问他人的家庭和介绍自己的家庭展开，让学生有了学习语言的动机。
本模块从谈论一张全家福开始，介绍了表示家庭成员的单词；对话内容围绕着玲玲询间托尼的家庭情况展开，介绍了人物之间的关系，同时也呈现了英语中询问他人家庭情况的语言。学生能够在真实的语境中感知目标语言的用法。
模块目标
本模块的任务是让学生写一段短文来介绍自己家庭，这就要求学生能够正确使用大小写和标点(句点)。第二单元的相关活动为任务的顺利完成作好了铺垫。认真落实好任务开始之前的每个活动，以便学生能够顺利地完成任务，体验成功。
本模块的学习会让学生了解到不同国家中不同的家庭结构。由于班级内可能会有来自单亲家庭的学生，教师在授课时要注意保护学生，不要伤及学生的自尊，同时要注意培养学生的移情能力。
第一课时主题
Mars-a popular planet
课时内容
文本听力材料
补充听力材料:
火星或将成为太空探测“主力场”----《环球阅读》
第三课时主题
Universe-a Numinous Place.
课时内容
《小王子》内容简介视频
课内文本材料
补充听力文本材料：Is There Life in Outer Space
第五课时主题
Scientists and astronauts — Honorable groups
课时内容
文本对话材料
补充视频材料：中国航天员第二次出仓
外研版七年级英语上册
〖Module 2 My family学习主题〗
第一课时主题
Tony's family
课时内容
文本听力材料
补充听力材料:
《绩优学案》Module 2测评卷听力第11—15小题
第三课时主题
Learning demonstrative pronouns
课时内容
家庭图片
课内文本材料
补充听力文本材料：《绩优学案》Module 2测评卷听力第II题
16—20小题
第二课时主题
My family
课时内容
分享自己的全家福并简单介绍
第四课时主题
Describing parents' jobs
课时内容
补充材料：学生自带全家福
学生描述自己家人的职业及工作地点
第五课时主题
Talking about the families around the world
课时内容
文本材料
补充视频材料：Family members
课标话题
个人情况主题中子主题学校信息
模块学习主题
Family and jobs.
Unit1: 主题
Describing your family members
Unit2: 主题
Describing jobs and work places
Unit3：主题
Language in use
第一课时主题
Mars-a popular planet
课时内容
文本听力材料
补充听力材料:
火星或将成为太空探测“主力场”----《环球阅读》
第三课时主题
Universe-a Numinous Place.
课时内容
《小王子》内容简介视频
课内文本材料
补充听力文本材料：Is There Life in Outer Space
第五课时主题
Scientists and astronauts — Honorable groups
课时内容
文本对话材料
补充视频材料：中国航天员第二次出仓
模块学习规划
课时
学习目标
学习重点
学习难点
学习活动
学习评价
第一
课时
本节课主要能听说认读家庭成员的名称并能灵活运用，this is句型。会听懂who’s that?句型。
1. To listen and understand familiar topic
2. To learn some key words and useful expressions
The use of "this, that, these, those"
收集每个学生的家庭照片，并针对照片进行展示的方式引导学生熟练掌握本课学习的家庭成员的称谓。通过图片引导法，激发学生兴趣。
Help students ask and answer about their family
To choose the best groups.
第二
课时
检查学生对上节课的重点单词和短语的理解和掌握情况。学习相关方位介词的应用。
熟练掌握家庭成员相关单词以及指示代词和方位介词短语的用法。this, these.和that, t
hose. On the left.
1. Is this your family? Yes, it is 2.what a big family.
My mom’s parents are on the left.
用PPT分别呈现同学们的家庭照片,并逐一对照片里人物的位置关系进行介绍,通过这样的方式使学生更易掌握方位介词及方位介词短语。
采取小组成员互评，互帮，利用兵教兵实现学生之间的共赢。
第三
课时
能阅读介绍人物职业的简短文章，能写出有关职业的简短句子
本节课需要学生能够掌握重点的词汇和词组并能正确运用
How to use what they have learnt to introduce others’ jobs
在教学活动中，教师充分分利用黑板、投影仪、多媒体等辅助教学，来增加教学的直观性和和趣味性。
采用过程性评价有针对性的对学生的学习过程进行评价
第四
课时
能分清大小写及正确使用符号，能运用所学知识向朋友咨询情况，介绍自己和家人的职业
本节课需要学生们正确使用名词所有格
How to use what they have learnt to introduce others’ jobs
在教学活动中中遵循主体性原则，生活化原则，拓展延伸原则。教师组织以
学生为中心的课堂活动，激发学生的学习热情和学习兴趣
采用终结性评价对学生每节课学习内容进行评价，了解学生对被内容的具体掌握情况
第五
课时
1．Show a picture of Chibi Maruko's(樱桃小丸子的) family and ask students to introduce each person in the picture.
2．Ask students to make dialogues about Chibi's family.
1．Introduce each person in the picture.
2．Ask students to make dialogues about Chibi's family.
learn to use the pronouns：this，that，these，those.
Students make dialogues about Chibi's family
通过樱桃小丸子 的图片激起学生的学习 兴趣，我回答问题， 引入本课教学主题 .
课时教学流程设计
第一课时“Is this your mum?”教学流程
步骤
过程
教师活动
学习活动
评价要点
设计意图
DELC4
预备激活先期知识
Step1
进入情境 了解主题（Lead-in
1. Ask students to listen to the song I Love My Family.2. Ask students questions about the song.
3. Ask students to look at some pictures about family ask students to read the words loudly.
4. Teach students the meaning of family: " Family means:father and mother I love you. "
(1)What is the song about?About family.
(2)What can you remember about the song?
Mother ,father ,brother...
aunt/а:nt/ brother daughter, family/ 'fæmli/ couѕіn
通过跟唱歌曲导入新课，到最后的语言输出都在培养学生的综合语言运用能力。
此环节通过听歌曲迅速并有效进入进入主题，歌曲的跟唱和师生对话为接下来的活动做了一定的铺垫。
明确目标 激活已知（Pre-listening/reading）
Step 3:Reading
1. Play the reording of Activity 3 and let students listen tothe tape carefully.
2.Play the tape ask students to listen and repeat.Pay attetion to the pause and intonation.
3. Ask students to read the passage,work in pairs and find out the difficulties.
4. Explain the dififiluies to the students.
5. Ask students to read through the passage.
1. Listen to the tape then choose the best answer.
( )1. Is Tony’s family big or small?
A. Yes, it is B. It’s big C.It’s small
( )2. How many uncles does Tony’s have?
A. One B. Two C. Three
( )3. Does Tony have a sister?
A. Yes, he does. B. No, he doesn’t C. Yes, he is.
2. Listen and complete the passage.
Tony has a ________ family. His father’s parents are on the ________ and his mother’s parents are on the __________. Mike and Helen are Tony’s cousins and they’re _____________. Paul is Liz’s ___________.
3. Let the students open their books ,then read the conversation after the tape.
4.Ask some groups act out the conversation.
5. Look Tony’s family again. Understand the phrases “on the left” “on the right” “next to” and “in front of”.
考查学生听后提取信息的能力和理解语篇的能力，学生再次理解对话并辅助学生锻炼通过自己的理解将对话改变为短文的能力。
让学生掌握家庭成员的词汇，如果面对的学生水平较高，可进行此环节以提高学生对听力材料进行细节把握。
DELC5
获取新的知识
Step3
学习理解 梳理文本（While-listening/reading）
Now look at the photo of Tony's family. Let's know his family members, OK?
T: Now look at the photo of Tony's family. Let's know his family members, OK?
Lead the students to say the members of family like this:
此环节通过师生互动，引导学生对自己家庭照片进行表达，注重指示代词的运动。
通过问答形式锻炼了学生的反应能力，通过活动学生会更爱自己的家庭成员，同时也提高了学生的情商。
Step4
语言操练 实践运用（Exercises）
Ask a student to show a photo of her family that she has preparAnd then I will ask her some questions:
“ Is this your father?”“Is this your sister?” “ Are these your grandpatents?”
1. Ask a student to show a photo of her family that she has prepared. And then I will ask her some questions:
“ Is this your father?”“Is this your sister?” “ Are these your grandpatents?”…….
2. Work in pairs. Show each other the family photo. Ask and answer questions about the family.
3. Ask some pairs to act it out.
充分发挥学生在课堂上的主体地位。
利用合作探讨的形式来提高学习效率，同时教师精讲也是高效课堂和新课标要求。
DELC6
深度加工知识
Step5
迁移应用 解决问题
（Post-listening/reading）
（补充材料继续探究主题）
Choose the best answer.
( )1. _______ is a photo of my family.
A. This B. That C. Those D. These
( )2. Look! What’s _______ in the sky. It looks like a kite.
A. this B. that C. these D. those
( )3. Is this your father? ---- ________
A. Yes, it is. B. Yes, he is. C. No, he is. D. No, this isn’t
( )4. Are these your grandparents? Yes, ________.
A. these are B. these aren’t C. they aren’t D. they are
( )5.My father’s mother is my_______.
A. aunt B. sister C. grandmother D. grandfather
( )6. Tony’s parents are _____ the left.
A. in B. on C. to D. of
( )7. There is a tree ______ front of the classroom.
A. in B. on C. to D. of
( )8. Those _____ my grandparents.
A. is B. are C. am D. am
( )9. Ling is next _______ Tony.
A. in B. on C. to D. of
( )10. That _______ Betty’s father.
A. is B. are C. am D. am
注重小组内成员的互评，利用兵教兵实现学生之间的共赢。
利用当堂检测，测试卷检测学生掌握的程度。
作业设计
Step 3: Homework
1. Learn the new words and expressions by heart
2. Write a brief introduction about your family with these new words and expressions.
板书设计
Unit 1 Is this your mum? family, father, mother, daughter, son
This is a photo of Tony's family. This is Tony s
教学反思
本节课是同学们在预备模块中刚刚作了自我介绍，同学之间的了解还不是很深，本模块的话题“家庭”正好迎合了学生们想进一步相互了解的心理。学生对这个话题应该很感兴趣，而且本模块的活动围绕着询问他人的家庭和介绍自己的家庭展开，让学生有了学习语言的动机。
第二课时“Is this your mum?”教学流程
步骤
过程
教师活动
学习活动
评价要点
设计意图
DELC4
预备激活先期知识
Step1
进入情境 了解主题（Lead-in
Play the tape and check the answer
Step 1: Have a dictation
Get students to write the words and phrases learned in the last class, check them if they have grasped them
通过听写，孩子们对家庭成员的词汇大部分已掌握，但daughter,husband错误较多。
突破词汇关：以单词为突破口，培养学生的自主学习能力。
Step2
明确目标 激活已知（Pre-listening/reading）
Show a photo of a famous person's family
Step 2: Warming-up
1. Watch two pieces of videos a)come and see my family b)the meaning of a family.
2. Show a photo of a famous person's family, introduce the family members to students with sentence structures.
This/That is. These/Those are on the left/right in front of. next to
通过大量的语言训练，促进学生将所学知识转化为言语技能，并通过多种形式的交际活动，将言语技能逐步发展为初步的交际能力。
既激发学生的学习兴趣，又使学生熟练语言技能，发展语言能力
DELC5
获取新的知识
Step3
学习理解 梳理文本（While-listening/reading）
1.Show the photo of Tony’s family and introduce all
members to students.
2.Show the points to the class, and explain the difficulties
3.Have the students read it again
Step 3: Listening and reading
Show the photo of Tony’s family and introduce all
members to students.
2. Ask students to listen, and then read the conversation in
Activity 3 silently.
3. Ask students to read it again and underline the key pointswith partners.
4. Show the points to the class, and explain the difficulties
5. Have them read the conversation aloud. Then act it out
6. Choose the correct words, and then check the answers.
7. Have the students read it again and underline the correct words in Activity 4.
8. Check the answers.
Keys: (1)right (2)left (3)in front of (1) brother
对课本听力内容进行整合,低起点，多层次设计听力内容，由易到难，层层递进，活用听力素材。
对课本听力内容进行整合,低起点，多层次设计听力内容，由易到难，层层递进，活用听力素材。
Step4
语言操练 实践运用（Exercises）
1.Play the recording in Activity 5
2.Play the recording again
Step 5: Pronunciation
1. Play the recording in Activity 5 and ask the students listen
2. Play the recording again and ask the whole class to repeat
通过大量的语言训练，促进学生将所学知识转化为言语技能。
通过多种形式的交际活动，将言语技能逐步发展为初步的交际能力。
DELC6
深度加工知识
Step5
迁移应用 解决问题
（Post-listening/reading）
（补充材料继续探究主题）
Step 6: Speaking
Work in pairs. Show the family photo. Ask and answer questions about the family
-Is this your dad?
No, it isnt. Thats my uncle
Are these your grandparents?
Yes, they are. /No, they arent
通过练习使学生掌握本单元的词汇和语音。
通过同桌问答方式使学生掌握所学的语法句法重要的是在交际中学会自我介绍和获取细节性信息。
作业设计
Step 7: Homework
1. Remember all the new words and expressions
2. Write an introduction about your fami ily with the words and expressions in Unit 1
3. Preview the new words and expressions in Unit
4. Preview the passage in Unit 2
5. Finish off the workbook exercises.
板书设计
Blackboard Design
Unit 1 Is this your mum? 句型
1. a photo of 1. Is this your family?
2. on the left Yes, it is.
3. on the right 2. What a big family!
4. next to 3. My mum's parents are on the left.
5. In front of 4. Those are Pauls son and daughter.
教学反思
首先，我充分挖掘教材，活用教材中提供的各种素材，在分析学生的认知能力和需求的基础上，低起点，多层次设计教学环节，在课堂教学中运用自主学习、结对学习和小组合作互助学习，力求打造自主、互助、学习型课堂。在教学设计上遵循先机械性操练，再学以致用的思路，引导学生“学了就用”。
第三课时“ These are my parents. ”教学流程
步骤
过程
教师活动
学习活动
评价要点
设计意图
DELC4
预备激活先期知识
Step1
进入情境 了解主题（Lead-in）
1．Show a picture of a family or a family tree，each family member wearing a different working uniform.
2．Ask students to introduce the family by using the expressions in Unit 1.
3．Ask students some questions about family members' jobs.
What does he/she do?
Jobs ：doctor，nurse，hotel manager，teacher，driver，actor…
4．Show the pictures of different jobs and working places and ask students to match.
Places：hospital，hotel，school，bus station，theatre…
①Show a photo of the teacher. And say ,I’m a teacher and it’s my job.
②Ask the ss what jobs they know.
课堂是师生情感的交流，思想的对话。当教师从神圣的“讲台”走向学生的心灵，变知识拥有者、讲解者为学生学习的引路人、活动的组织者，课堂将会充满生机和活力;当课堂教学打破程式化的条条框框和刻板的、完成任务式的一个接一个环节的机械模式，活动就变得自然、亲切，在丰富的教学情景中让身临其境的人感受到生活化的气息
以自由谈话，学生讨论自己知道的工作
Step2
明确目标 激活已知（Pre-listening/reading）
1．Ask students to read the words and expressions in Activity 1.
2．Ask students to label the places with words and expressions.
3．Check the answers.
Keys：a－hospital；b－bus station；c－theatre；d－school；
e－police station；f－hotel
4．Have the students read the words and expressions in Activity 2 and look at the pictures，and then label the people with the words and expressions in Activity 1.
5．Check the answers.
Keys：a－nurses b－bus driver c－actor
d－teacher e－policeman f－manager
①Show some jobs on the screen.
②Add a new pattern:
When I grow up, I want to be a ....
possible answers:
S1:worker
S2:doctor
S3:policeman...
教师为不同层次的学生提供各种语言训练的机会，让他们不断体验参与的乐趣和成功的喜悦，充分调动学生的学习积极性，课堂教学就会活泼而高效;当教师时时带着微笑，处处鼓励学生，充分体现民
主的意识和宽容之心，课堂便会轻松。
对学生进行头脑风暴，为学习新知做好铺垫，并引发学生对未来的思考。
DELC5
获取新的知识
Step3
学习理解 梳理文本（While-listening/reading）
1．Play the recording of Activity 3 and let students listen to the tape carefully.
2．Play the tape，ask students to listen and repeat.Pay attention to the pause and intonation.
3．Ask students to read the passage，work in pairs and find out the difficulties.
4．Explain the difficulties to the students.
5．Ask students to read through the passage.
①Show pictures one by one with a sentence.
②Ask the ss ,What is his/her job? Where does he/she work?
③Check the new words.
关注学生的发展是现代教育的核心理念，是教学的出发点和落脚点。然而关注学生决不意味着漠视教师，相反，对教师的教学素养提出了更高的要求，因为教师的观念、行为、人格对学生的发展有着重要的影响。有的教学效果。
通过呈现图片直观自然地扫除生词障碍。
Step4
语言操练 实践运用（Exercises）
Read and answer：
(1)Betty's parents work in a ________.
(2)Lingling's mother and Daming's mother are________.
(3)Tony's father is a ________，his mother is a ________.
(4)Daming's father is a ________.
(5)Lingling's father is a ________.
Keys：(1)theatre (2)nurses (3)manager (4)teacher
(5)policeman (6)bus driver
1. The ss read the passage quickly and then decide T or F.and then try to correct them.2.
①Read the passage carefully and fill in the form.
②Check their work in groups.
③Answer in sentences.
3. ①Learn the new grammar.
②Practise the following patterns: This is....These are....
4. Choose one of the bubbles and try to role play.
教育思想、教学水平、特别是教材的把握和处理、教学活动的安排和组织、学生学习积极性的调动、教学过程中应对各种实际情况的机智、自身的英语功底(包括语音语调)等等无一不影响着教学的过程和成效，影响着学习者的情绪。
让学生运用速读阅读策略，快速阅读文本，找出答案。仔细阅读获取细节信息。在语境中学习本课语法和核心句型。利用角色扮演的活动，和思想泡泡的形式对课文进行复述课文。
DELC6
深度加工知识
Step5
迁移应用 解决问题
（Post-listening/reading）
（补充材料继续探究主题）
(1)These are Betty's parents.________
(2)These are Lingling's mother and Daming's mother.________
(3)This is Tony's father.________
(4)This is Tony's mother.________
(5)This is Daming's father._______
(6)This is Lingling's father.________
１.Show time.
①Work in pairs and introduce family members with each other.
②Introduce family member and their jobs to the whole class.
2.Ask the ss to think about what every letter in the word family stands for.
3.Homework Showing time
语言训练是知识转化为能力，预设目标转化为实际效果的有效途径，只有坚持大容量、快节奏、多形式的训练，才能逐步提高学生的语言运用能力。可以说语言操练成为教学过程的主旋律是一堂好课的重要标志。
让学生明白家这个词的真正含义，也更爱自己的父母。联系生活实际，产生情感共鸣。
作业设计
Homework
1．Learn the new words by heart.
2．Read the passage in groups.
3．Finish off the workbook exercises.
板书设计
Unit 2 These are my parents.(Activity 4－Activity 6)
hospital(doctor，nurse)
hotel(manager)
theatre(actor)
school(teacher)
bus station(bus driver)
police station(policeman)
教学反思
本节课整体推进比较顺利，完成度较好。现将本节课反思如下：一、有趣又自然的导入非常关键。以头脑风暴的方式导入，学生能很快的答出并且很快的进入本节课中，由老师的职业，自然的想出很多种职业，贴近生活，同时引入新句型，引发学生对未来的思考，即我以后想干什么呢。接着呈现新单词并板书，为学习课文扫清障碍。循序渐进的这种导入方式为课文学习做了充足的铺垫。二、阅读的重要性。快速的整体阅读文章，要求默读并且快速的阅读，并进行简单的判断正误，由此对文章有了大致的了解。
第四课时“ These are my parents. ”教学流程
步骤
过程
教师活动
学习活动
评价要点
设计意图
DELC4
预备激活先期知识
Step1
进入情境 了解主题（Lead-in）
Review
1．Read the passage in Activity 3 and answer the questions.
(1)How many students are there in the passage?
(2)Who are they?
2．Ask students to read again and tick T or F.
(1)These are Betty's parents.They are actors.( )
(2)This is Tony's mother，she is an English teacher.( )
(3)This is Daming's father.He works at a hotel.( )
(4)This is Lingling's father.He works at the bus station.( )
(5)Daming's mother and Lingling's mother are at the same hospital.( )
3．Check the answers.
Keys：(1)F (2)T (3)F (4)T (5)T
①Show a photo of the teacher. And say ,I’m a teacher and it’s my job.
②Ask the ss what jobs they know.
语言操练首先应围绕教学内容，着力于提高学生的语言能力而展开，任何非语言的活动都不可能替代。听课中常发现一些相关但无效的学生活动大量占据课堂，如听指令做动作，对学生而言，只是动肢体，如能边做边说，就有利于英语学习;还有各种游戏，稍不注意，就会喧兵夺主，把练英语的真正目的淡化了。因而，无论采用什么形式，训练的目的指向应始终聚焦在学生真正练英语，提高能力这一关键点上。
通过播放有关职业的视频，激起学生的学习趣。通过观察和回答问题，引入本课教学主题。
Step2
明确目标 激活已知（Pre-listening/reading）
Have a dictation
Get the students to write the words and phrases in Unit 2，check them if they have grasped the usages of the points.
①Show some jobs on the screen.
②Add a new pattern:
When I grow up, I want to be a ....
possible answers:
S1:worker
S2:doctor
S3:policeman...
教学目标是统领一堂课的导航灯，是教学的指南。只有目标明确，教学才能有序、高效地进行。
教学目标一要体现整体性，兼顾语言知识、能力和情感，当然可根据实际相对侧重;二要体现可行性，从教学内容和学生的实际出发，让学生跳一跳，摘得到，激发好奇心和学习积极性，同时兼顾学生差异;三要体现准确性，对不同的知识和能力应有不同的学习要求，不能面面俱到却蜻蜓点水，使教学走过场。
通过此环节的一系列活动，学生练习了表示家庭成员和职业的词汇，同时也练习了找示代词和形容词性物主代词，互相纠正又培养了学生的合作意识和互相帮助意识。
Step3
语言操练 实践运用（Exercises）
Practice
1．Have a reading competition.Let two students read the passage in Activity 3 and see who reads better.
2．Ask the students to read the passage again and complete the table in Activity 4.
3．Check the answers：
Betty
Daming
Father
actor
theatre
policeman
police station
Mother
manager
theatre
nurse
hospital
①Show pictures one by one with a sentence.
②Ask the ss ,What is his/her job? Where does he/she work?
③Check the new words.
1、学习目标明确，符合新课程要求的三维目标且符合这一班学生的实际。
2、教学中在设计、实施、内容符合课程目标，包含若干有效教学的要素，有目的性，有明确的学法指导。
3、内容具体，重点、难点突出，能抓住关键
充分发挥学生在课堂上的主体地位，利用合作探讨的形式来提高学习效率，同时教师精讲也是高效课堂的精髓和新课标的要求。
DELC6
深度加工知识
Step4
迁移应用 解决问题
（Post-listening/reading）
（补充材料继续探究主题）
Writing
1．Look at this sentence in Activity 5.
Now underline capital letters and full stops.
(1)These American teachers are in China.
(2)I'm Betty and I'm thirteen years old.
(3)This is a photo of Ms Li.
2．Answer the questions in Activity 6 with complete sentences.
(1)What's your father's name？My father's name is…
(2)What's your father's job？________________
(3)What's your mother's name？________________
(4)What's your mother's job？________________
Now check capital letters and full stops.
1. The ss read the passage quickly and then decide T or F.and then try to correct them.2.
①Read the passage carefully and fill in the form.
②Check their work in groups.
③Answer in sentences.
3. ①Learn the new grammar.
②Practise the following patterns: This is....These are....
4. Choose one of the bubbles and try to role play.
1、教学过程思路清晰，课程结构严谨，教学密度合理。
2、传授知识的量与训练能力的度适中，突出重点、突破难点。
利用当堂检测试卷来检测学生掌握的程度，过程中注重小组内成员的互评，利用“兵教兵”实现学生之间的共赢。
作业设计
Homework
1．Finish the writing task.
2．Finish the workbook.
板书设计
Unit 2 These are my parents.(Activity 4－Activity 6)
1．These American teachers are in China.
2．I'm Betty and I'm thirteen years old.
3．This is a photo of Ms Li.
教学反思
对学生进行细读指导，完成表格，获取细节信息。在此基础上对文章进行复述，巩固内化生词和核心句型。并引发学生思考，无论父母做什么工作，都很辛苦，以及作为子女我们应该怎么办。提升学生解决实际问题的能力。让学生在潜移默化中接受积极的思想教育与熏陶。一、注重课堂的落实。在每一个环节完成后，都要有相应的检验标准，了解学生的掌握度及听课效率。以便及时调整教学策略，争取提高学生的参与度与掌握程度。二、课堂指令用语一定简短明确，不能太长。学生听到立马能理解能执行，提高学生的参与度与活跃率，这样才能取得良好的教学效果。
第五课时“ Language in use ”教学流程
步骤
过程
教师活动
学习活动
评价要点
设计意图
DELC4
预备激活先期知识
Step1
Warming－up
1．Show a picture of Chibi Maruko's(樱桃小丸子的) family and ask students to introduce each person in the picture.
2．Ask students to make dialogues about Chibi's family.
Warming－up
1．Introduce each person in the picture.
2．Ask students to make dialogues about Chibi's family.
Students make dialogues about Chibi's family
通过樱桃小丸子 的图片激起学生的学习 兴趣，我回答问题， 引入本课教学主题 .
Step2
1．To learn to use the pronouns：this，that，these，those.
2．Ask students to pay attention to words in bold.
Language practice
1．
Is this your family?
Yes，it is.
Are these your grandparents?
Yes，they are.
Who's this?
That's my dad.
Those are Paul's son and daughter.
My dad's parents are on the right.
learn to use the pronouns：this，that，these，those.
通过复习，可以弥补前几节课中比较沉默的学生，让他们也得到充分展示的机会，体验成功的快乐
DELC5
获取新的知识
Step3
1.Ask students to look at the pictures and talk about the families in Activity 1
2．Let the students look at the picture and complete the sentences with this，that，these or those in Activity 2.
3．Have the students read the sentences and try to complete them.
Practice 1
1．Ask students to look at the pictures and talk about the families in Activity 1.
(1)Ask and answer about Picture 1：
A：Is this Lily's family?
B：Yes，it is.
A：Is Lily's father a doctor?
B：Yes，he is.
A：Is Lily's mother a doctor?
B：No，she isn't.She is a nurse.
A：What is her grandfather's job?
B：He's a farm worker.
(2)Then ask and answer about Picture 2 and 3.
(3)Have students write sentences for these three pictures.
(4)Ask some students to show their answers，then check.
Keys：
Picture 1
This is Lily's family.Her father is a doctor and her mother is a nurse.Her grandfather is a farm worker.
Picture 2
This/That is Jack's family.His father is a farm worker and his mother is a teacher.His uncle is a bus driver.
Picture 3
This/That is Li Ming's family.His father is an actor and his mother is a manager.His aunt is a nurse.
(5)Have the students read the sentences aloud.
2．Let the students look at the picture and complete the sentences with this，that，these or those in Activity 2.
3．Have the students read the sentences and try to complete them.
(1)________ are my sons，Tom and Alex.________ is our dog.
(2)________ is my uncle.He's a bus driver.
(3)—Is ________ man a doctor?
—Yes，he is.
(4)—Are ________ girls students?
—Yes，they are.
4．Check the answers.
Keys：(1)These；This (2)That (3)that (4)those
5．Ask the students to read the sentences.
By looking at the picture and completing the sentences with this，that，these or those to use.
充分发挥学生在课堂上的主体地位，对话利用合作的方式来提高学习效率.
Step4
Practice 2
1．Revise the usage of apostrophe(') to show possessive of nouns.
2．Have the students read the sentences in Activity 3.
3．Ask the students to ask and answer like this：
A：What's Tony's father's job?
B：He's an actor.
A：Is Tony's father a manager?
B：No，he isn't.
A：What is your father's job?
B：My father is a(n)…
4．Ask some groups to show in class.
5．Let students write sentences and check the answers.
Practice 2
1．Revise the usage of apostrophe(') to show possessive of nouns.
2．Have the students read the sentences in Activity 3.
His father is a hotel manager.(Tony)
Tony's__father__is__a__hotel__manager.
(1)Her parents are teachers.(Sarah)
(2)His parents are shop workers.(Wang Hui)
(3)His mother is a nurse.(Daming)
(4)Her father is a bus driver.(Lingling)
3．Ask the students to ask and answer like this：
A：What's Tony's father's job?
B：He's an actor.
A：Is Tony's father a manager?
B：No，he isn't.
A：What is your father's job?
B：My father is a(n)…
4．Ask some groups to show in class.
5．Let students write sentences and check the answers.
Keys：
(1)Sarah's parents are teachers.
(2)Wang Hui's parents are shop workers.
(3)Daming's mother is a nurse.
(4)Lingling's father is a bus driver.
Revise the usage of apostrophe(') to show possessive of nouns.
老师通过复习名词所有格精讲也是高效课堂的精髓和新课标的要求.
DELC6
深度加工知识
Step5
1．Have the students read the words in Activity 4.
2．Have the students match the words in Box A with the words
3．Ask them to share their answers.Then check them.
4．Let students read and remember them.
5．Have students read the words in the box and the passage in Activity 5.
6．Ask students to complete the passage with the correct form of the words from the box.
7．Check the answers.
8．Ask students to read the passage aloud.
Homework
(m)
1．Revise all the key points in this module.
2．Finish the workbook.
（chose）
3．Finish the writing.
4．Revise the whole module.
Practice
1．Have the students read the words in Activity 4.
2．Have the students match the words in Box A with the words in Box B.
3．Ask them to share their answers.Then check them.
Keys：
A B
he his
I my
it its
she her
they their
we our
you your
4．Let students read and remember them.
5．Have students read the words in the box and the passage in Activity 5.
he，her，his，my，we，our，she，their
Hello！My name is Amy.These are (1)________ friends.(2)________ names are Jack，Lily and Mike.Jack is American.(3)________ father is a doctor.He is (4)________ family doctor.Lily isn't American.(5)________ family is Chinese.Mike isn't Chinese.(6)________ is English.Mike's mother is a teacher.(7)________ is our English teacher.(8)________ are her students.
6．Ask students to complete the passage with the correct form of the words from the box.
7．Check the answers.
Keys：(1)my (2)Their (3)His (4)a (5)Her (6)He
(7)She (8)We
8．Ask students to read the passage aloud.
Revise all the key points.
利用当堂检测来检测学生掌握的程度，过程中注重小组内成员的户型，利用兵教兵实现学生之间的共赢.
作业设计
1．Revise all the key points in this module.
2．Finish the workbook.
3．Finish the writing.
板书设计
Blackboard Design
Unit 3 Language in use
1．There are thirty students in my class.
2．—Are there computers on everyone's desk?
—No，there aren't.
3．—Is there a map of the world?
—No，there isn't.
4．How many students are there in your class?
5．The library is on the left of the playground.
6．Her father is an actor English teacher.
7．His father's job is a manager.
8．My father's name's…
教学反思
本节课为复习课，采用主题教学法和任务型教学法，通过老师在教学中创设教学情境来复习单词，短语和语法，通过图片，黑板，多媒体等辅助教学，以高复现，快节奏，低台阶，大容量和勤反馈的特点来组织教学活动，通过师生对话，生生对话，互帮互助，归纳总结来完成本模块所学知识，任动的设计以学生为主体，充分体现学中用，用中学，同时体现了课标中用英语做事情的思想。
外研版初中英语七年级上册《Module 2》模块教学设计及练习题（含参考答案）
学科： 英语 年级： 七年级
名称： 上册Module 2单元教学设计
设计姓名：
Module 2 My family
学 科
英 语
年 级
七年级
设计者
教材版本
外研版
册、章
上册Module 2
模块总课时
5
模块主题
本模块以“家庭”为话题，对于七年级的学生来说，他们在第一模块刚刚做了自我介绍，对彼此的了解还不是很深，同学们可以借助本模块的话题做进一步的了解，本模块三个单元所设计的一系列活动也都紧紧围绕这一话题展开，激发了学生参与教学活动的积极性。
课标要求
《英语课程标准》(2011版)要求通过本模块的学习能够理解和运用以“家庭”为话题的语言表达；理解“指示代词”这语法项目并能在特定语境中使用。
教材分析
本模块的第一单元主要侧重对学生听说能力的培养，本单元以讨论Tony的全家福开始进行“说”的训练，并延伸到学生介绍自己的家庭，全体学生都会在活动中受到充分的听说训练。第二单元则注重对学生读写能力的培养，以建立家长与教师的联系档案为主线，提高学生的阅读能力，并能写关于自己家庭的简单介绍。第三单元从听说读写四个方面培养学生综合语言运用能力。
学情分析
对于初一的学生来说，他们在上一模块中刚刚作了自我介绍，同学之间的了解还不是很深，本模块的话题“家庭”正好迎合了学生们想进一步相互了解的心理。学生对这个话题应该很感兴趣，而且本模块的活动围绕着询问他人的家庭和介绍自己的家庭展开，让学生有了学习语言的动机。
本模块从谈论一张全家福开始，介绍了表示家庭成员的单词；对话内容围绕着玲玲询间托尼的家庭情况展开，介绍了人物之间的关系，同时也呈现了英语中询问他人家庭情况的语言。学生能够在真实的语境中感知目标语言的用法。
模块目标
本模块的任务是让学生写一段短文来介绍自己家庭，这就要求学生能够正确使用大小写和标点(句点)。第二单元的相关活动为任务的顺利完成作好了铺垫。认真落实好任务开始之前的每个活动，以便学生能够顺利地完成任务，体验成功。
本模块的学习会让学生了解到不同国家中不同的家庭结构。由于班级内可能会有来自单亲家庭的学生，教师在授课时要注意保护学生，不要伤及学生的自尊，同时要注意培养学生的移情能力。
第一课时主题
Mars-a popular planet
课时内容
文本听力材料
补充听力材料:
火星或将成为太空探测“主力场”----《环球阅读》
第三课时主题
Universe-a Numinous Place.
课时内容
《小王子》内容简介视频
课内文本材料
补充听力文本材料：Is There Life in Outer Space
第五课时主题
Scientists and astronauts — Honorable groups
课时内容
文本对话材料
补充视频材料：中国航天员第二次出仓
外研版七年级英语上册
〖Module 2 My family学习主题〗
第一课时主题
Tony's family
课时内容
文本听力材料
补充听力材料:
《绩优学案》Module 2测评卷听力第11—15小题
第三课时主题
Learning demonstrative pronouns
课时内容
家庭图片
课内文本材料
补充听力文本材料：《绩优学案》Module 2测评卷听力第II题
16—20小题
第二课时主题
My family
课时内容
分享自己的全家福并简单介绍
第四课时主题
Describing parents' jobs
课时内容
补充材料：学生自带全家福
学生描述自己家人的职业及工作地点
第五课时主题
Talking about the families around the world
课时内容
文本材料
补充视频材料：Family members
课标话题
个人情况主题中子主题学校信息
模块学习主题
Family and jobs.
Unit1: 主题
Describing your family members
Unit2: 主题
Describing jobs and work places
Unit3：主题
Language in use
第一课时主题
Mars-a popular planet
课时内容
文本听力材料
补充听力材料:
火星或将成为太空探测“主力场”----《环球阅读》
第三课时主题
Universe-a Numinous Place.
课时内容
《小王子》内容简介视频
课内文本材料
补充听力文本材料：Is There Life in Outer Space
第五课时主题
Scientists and astronauts — Honorable groups
课时内容
文本对话材料
补充视频材料：中国航天员第二次出仓
模块学习规划
课时
学习目标
学习重点
学习难点
学习活动
学习评价
第一
课时
本节课主要能听说认读家庭成员的名称并能灵活运用，this is句型。会听懂who’s that?句型。
1. To listen and understand familiar topic
2. To learn some key words and useful expressions
The use of "this, that, these, those"
收集每个学生的家庭照片，并针对照片进行展示的方式引导学生熟练掌握本课学习的家庭成员的称谓。通过图片引导法，激发学生兴趣。
Help students ask and answer about their family
To choose the best groups.
第二
课时
检查学生对上节课的重点单词和短语的理解和掌握情况。学习相关方位介词的应用。
熟练掌握家庭成员相关单词以及指示代词和方位介词短语的用法。this, these.和that, t
hose. On the left.
1. Is this your family? Yes, it is 2.what a big family.
My mom’s parents are on the left.
用PPT分别呈现同学们的家庭照片,并逐一对照片里人物的位置关系进行介绍,通过这样的方式使学生更易掌握方位介词及方位介词短语。
采取小组成员互评，互帮，利用兵教兵实现学生之间的共赢。
第三
课时
能阅读介绍人物职业的简短文章，能写出有关职业的简短句子
本节课需要学生能够掌握重点的词汇和词组并能正确运用
How to use what they have learnt to introduce others’ jobs
在教学活动中，教师充分分利用黑板、投影仪、多媒体等辅助教学，来增加教学的直观性和和趣味性。
采用过程性评价有针对性的对学生的学习过程进行评价
第四
课时
能分清大小写及正确使用符号，能运用所学知识向朋友咨询情况，介绍自己和家人的职业
本节课需要学生们正确使用名词所有格
How to use what they have learnt to introduce others’ jobs
在教学活动中中遵循主体性原则，生活化原则，拓展延伸原则。教师组织以
学生为中心的课堂活动，激发学生的学习热情和学习兴趣
采用终结性评价对学生每节课学习内容进行评价，了解学生对被内容的具体掌握情况
第五
课时
1．Show a picture of Chibi Maruko's(樱桃小丸子的) family and ask students to introduce each person in the picture.
2．Ask students to make dialogues about Chibi's family.
1．Introduce each person in the picture.
2．Ask students to make dialogues about Chibi's family.
learn to use the pronouns：this，that，these，those.
Students make dialogues about Chibi's family
通过樱桃小丸子 的图片激起学生的学习 兴趣，我回答问题， 引入本课教学主题 .
课时教学流程设计
第一课时“Is this your mum?”教学流程
步骤
过程
教师活动
学习活动
评价要点
设计意图
DELC4
预备激活先期知识
Step1
进入情境 了解主题（Lead-in
1. Ask students to listen to the song I Love My Family.2. Ask students questions about the song.
3. Ask students to look at some pictures about family ask students to read the words loudly.
4. Teach students the meaning of family: " Family means:father and mother I love you. "
(1)What is the song about?About family.
(2)What can you remember about the song?
Mother ,father ,brother...
aunt/а:nt/ brother daughter, family/ 'fæmli/ couѕіn
通过跟唱歌曲导入新课，到最后的语言输出都在培养学生的综合语言运用能力。
此环节通过听歌曲迅速并有效进入进入主题，歌曲的跟唱和师生对话为接下来的活动做了一定的铺垫。
明确目标 激活已知（Pre-listening/reading）
Step 3:Reading
1. Play the reording of Activity 3 and let students listen tothe tape carefully.
2.Play the tape ask students to listen and repeat.Pay attetion to the pause and intonation.
3. Ask students to read the passage,work in pairs and find out the difficulties.
4. Explain the dififiluies to the students.
5. Ask students to read through the passage.
1. Listen to the tape then choose the best answer.
( )1. Is Tony’s family big or small?
A. Yes, it is B. It’s big C.It’s small
( )2. How many uncles does Tony’s have?
A. One B. Two C. Three
( )3. Does Tony have a sister?
A. Yes, he does. B. No, he doesn’t C. Yes, he is.
2. Listen and complete the passage.
Tony has a ________ family. His father’s parents are on the ________ and his mother’s parents are on the __________. Mike and Helen are Tony’s cousins and they’re _____________. Paul is Liz’s ___________.
3. Let the students open their books ,then read the conversation after the tape.
4.Ask some groups act out the conversation.
5. Look Tony’s family again. Understand the phrases “on the left” “on the right” “next to” and “in front of”.
考查学生听后提取信息的能力和理解语篇的能力，学生再次理解对话并辅助学生锻炼通过自己的理解将对话改变为短文的能力。
让学生掌握家庭成员的词汇，如果面对的学生水平较高，可进行此环节以提高学生对听力材料进行细节把握。
DELC5
获取新的知识
Step3
学习理解 梳理文本（While-listening/reading）
Now look at the photo of Tony's family. Let's know his family members, OK?
T: Now look at the photo of Tony's family. Let's know his family members, OK?
Lead the students to say the members of family like this:
此环节通过师生互动，引导学生对自己家庭照片进行表达，注重指示代词的运动。
通过问答形式锻炼了学生的反应能力，通过活动学生会更爱自己的家庭成员，同时也提高了学生的情商。
Step4
语言操练 实践运用（Exercises）
Ask a student to show a photo of her family that she has preparAnd then I will ask her some questions:
“ Is this your father?”“Is this your sister?” “ Are these your grandpatents?”
1. Ask a student to show a photo of her family that she has prepared. And then I will ask her some questions:
“ Is this your father?”“Is this your sister?” “ Are these your grandpatents?”…….
2. Work in pairs. Show each other the family photo. Ask and answer questions about the family.
3. Ask some pairs to act it out.
充分发挥学生在课堂上的主体地位。
利用合作探讨的形式来提高学习效率，同时教师精讲也是高效课堂和新课标要求。
DELC6
深度加工知识
Step5
迁移应用 解决问题
（Post-listening/reading）
（补充材料继续探究主题）
Choose the best answer.
( )1. _______ is a photo of my family.
A. This B. That C. Those D. These
( )2. Look! What’s _______ in the sky. It looks like a kite.
A. this B. that C. these D. those
( )3. Is this your father? ---- ________
A. Yes, it is. B. Yes, he is. C. No, he is. D. No, this isn’t
( )4. Are these your grandparents? Yes, ________.
A. these are B. these aren’t C. they aren’t D. they are
( )5.My father’s mother is my_______.
A. aunt B. sister C. grandmother D. grandfather
( )6. Tony’s parents are _____ the left.
A. in B. on C. to D. of
( )7. There is a tree ______ front of the classroom.
A. in B. on C. to D. of
( )8. Those _____ my grandparents.
A. is B. are C. am D. am
( )9. Ling is next _______ Tony.
A. in B. on C. to D. of
( )10. That _______ Betty’s father.
A. is B. are C. am D. am
注重小组内成员的互评，利用兵教兵实现学生之间的共赢。
利用当堂检测，测试卷检测学生掌握的程度。
作业设计
Step 3: Homework
1. Learn the new words and expressions by heart
2. Write a brief introduction about your family with these new words and expressions.
板书设计
Unit 1 Is this your mum? family, father, mother, daughter, son
This is a photo of Tony's family. This is Tony s
教学反思
本节课是同学们在预备模块中刚刚作了自我介绍，同学之间的了解还不是很深，本模块的话题“家庭”正好迎合了学生们想进一步相互了解的心理。学生对这个话题应该很感兴趣，而且本模块的活动围绕着询问他人的家庭和介绍自己的家庭展开，让学生有了学习语言的动机。
第二课时“Is this your mum?”教学流程
步骤
过程
教师活动
学习活动
评价要点
设计意图
DELC4
预备激活先期知识
Step1
进入情境 了解主题（Lead-in
Play the tape and check the answer
Step 1: Have a dictation
Get students to write the words and phrases learned in the last class, check them if they have grasped them
通过听写，孩子们对家庭成员的词汇大部分已掌握，但daughter,husband错误较多。
突破词汇关：以单词为突破口，培养学生的自主学习能力。
Step2
明确目标 激活已知（Pre-listening/reading）
Show a photo of a famous person's family
Step 2: Warming-up
1. Watch two pieces of videos a)come and see my family b)the meaning of a family.
2. Show a photo of a famous person's family, introduce the family members to students with sentence structures.
This/That is. These/Those are on the left/right in front of. next to
通过大量的语言训练，促进学生将所学知识转化为言语技能，并通过多种形式的交际活动，将言语技能逐步发展为初步的交际能力。
既激发学生的学习兴趣，又使学生熟练语言技能，发展语言能力
DELC5
获取新的知识
Step3
学习理解 梳理文本（While-listening/reading）
1.Show the photo of Tony’s family and introduce all
members to students.
2.Show the points to the class, and explain the difficulties
3.Have the students read it again
Step 3: Listening and reading
Show the photo of Tony’s family and introduce all
members to students.
2. Ask students to listen, and then read the conversation in
Activity 3 silently.
3. Ask students to read it again and underline the key pointswith partners.
4. Show the points to the class, and explain the difficulties
5. Have them read the conversation aloud. Then act it out
6. Choose the correct words, and then check the answers.
7. Have the students read it again and underline the correct words in Activity 4.
8. Check the answers.
Keys: (1)right (2)left (3)in front of (1) brother
对课本听力内容进行整合,低起点，多层次设计听力内容，由易到难，层层递进，活用听力素材。
对课本听力内容进行整合,低起点，多层次设计听力内容，由易到难，层层递进，活用听力素材。
Step4
语言操练 实践运用（Exercises）
1.Play the recording in Activity 5
2.Play the recording again
Step 5: Pronunciation
1. Play the recording in Activity 5 and ask the students listen
2. Play the recording again and ask the whole class to repeat
通过大量的语言训练，促进学生将所学知识转化为言语技能。
通过多种形式的交际活动，将言语技能逐步发展为初步的交际能力。
DELC6
深度加工知识
Step5
迁移应用 解决问题
（Post-listening/reading）
（补充材料继续探究主题）
Step 6: Speaking
Work in pairs. Show the family photo. Ask and answer questions about the family
-Is this your dad?
No, it isnt. Thats my uncle
Are these your grandparents?
Yes, they are. /No, they arent
通过练习使学生掌握本单元的词汇和语音。
通过同桌问答方式使学生掌握所学的语法句法重要的是在交际中学会自我介绍和获取细节性信息。
作业设计
Step 7: Homework
1. Remember all the new words and expressions
2. Write an introduction about your fami ily with the words and expressions in Unit 1
3. Preview the new words and expressions in Unit
4. Preview the passage in Unit 2
5. Finish off the workbook exercises.
板书设计
Blackboard Design
Unit 1 Is this your mum? 句型
1. a photo of 1. Is this your family?
2. on the left Yes, it is.
3. on the right 2. What a big family!
4. next to 3. My mum's parents are on the left.
5. In front of 4. Those are Pauls son and daughter.
教学反思
首先，我充分挖掘教材，活用教材中提供的各种素材，在分析学生的认知能力和需求的基础上，低起点，多层次设计教学环节，在课堂教学中运用自主学习、结对学习和小组合作互助学习，力求打造自主、互助、学习型课堂。在教学设计上遵循先机械性操练，再学以致用的思路，引导学生“学了就用”。
第三课时“ These are my parents. ”教学流程
步骤
过程
教师活动
学习活动
评价要点
设计意图
DELC4
预备激活先期知识
Step1
进入情境 了解主题（Lead-in）
1．Show a picture of a family or a family tree，each family member wearing a different working uniform.
2．Ask students to introduce the family by using the expressions in Unit 1.
3．Ask students some questions about family members' jobs.
What does he/she do?
Jobs ：doctor，nurse，hotel manager，teacher，driver，actor…
4．Show the pictures of different jobs and working places and ask students to match.
Places：hospital，hotel，school，bus station，theatre…
①Show a photo of the teacher. And say ,I’m a teacher and it’s my job.
②Ask the ss what jobs they know.
课堂是师生情感的交流，思想的对话。当教师从神圣的“讲台”走向学生的心灵，变知识拥有者、讲解者为学生学习的引路人、活动的组织者，课堂将会充满生机和活力;当课堂教学打破程式化的条条框框和刻板的、完成任务式的一个接一个环节的机械模式，活动就变得自然、亲切，在丰富的教学情景中让身临其境的人感受到生活化的气息
以自由谈话，学生讨论自己知道的工作
Step2
明确目标 激活已知（Pre-listening/reading）
1．Ask students to read the words and expressions in Activity 1.
2．Ask students to label the places with words and expressions.
3．Check the answers.
Keys：a－hospital；b－bus station；c－theatre；d－school；
e－police station；f－hotel
4．Have the students read the words and expressions in Activity 2 and look at the pictures，and then label the people with the words and expressions in Activity 1.
5．Check the answers.
Keys：a－nurses b－bus driver c－actor
d－teacher e－policeman f－manager
①Show some jobs on the screen.
②Add a new pattern:
When I grow up, I want to be a ....
possible answers:
S1:worker
S2:doctor
S3:policeman...
教师为不同层次的学生提供各种语言训练的机会，让他们不断体验参与的乐趣和成功的喜悦，充分调动学生的学习积极性，课堂教学就会活泼而高效;当教师时时带着微笑，处处鼓励学生，充分体现民
主的意识和宽容之心，课堂便会轻松。
对学生进行头脑风暴，为学习新知做好铺垫，并引发学生对未来的思考。
DELC5
获取新的知识
Step3
学习理解 梳理文本（While-listening/reading）
1．Play the recording of Activity 3 and let students listen to the tape carefully.
2．Play the tape，ask students to listen and repeat.Pay attention to the pause and intonation.
3．Ask students to read the passage，work in pairs and find out the difficulties.
4．Explain the difficulties to the students.
5．Ask students to read through the passage.
①Show pictures one by one with a sentence.
②Ask the ss ,What is his/her job? Where does he/she work?
③Check the new words.
关注学生的发展是现代教育的核心理念，是教学的出发点和落脚点。然而关注学生决不意味着漠视教师，相反，对教师的教学素养提出了更高的要求，因为教师的观念、行为、人格对学生的发展有着重要的影响。有的教学效果。
通过呈现图片直观自然地扫除生词障碍。
Step4
语言操练 实践运用（Exercises）
Read and answer：
(1)Betty's parents work in a ________.
(2)Lingling's mother and Daming's mother are________.
(3)Tony's father is a ________，his mother is a ________.
(4)Daming's father is a ________.
(5)Lingling's father is a ________.
Keys：(1)theatre (2)nurses (3)manager (4)teacher
(5)policeman (6)bus driver
1. The ss read the passage quickly and then decide T or F.and then try to correct them.2.
①Read the passage carefully and fill in the form.
②Check their work in groups.
③Answer in sentences.
3. ①Learn the new grammar.
②Practise the following patterns: This is....These are....
4. Choose one of the bubbles and try to role play.
教育思想、教学水平、特别是教材的把握和处理、教学活动的安排和组织、学生学习积极性的调动、教学过程中应对各种实际情况的机智、自身的英语功底(包括语音语调)等等无一不影响着教学的过程和成效，影响着学习者的情绪。
让学生运用速读阅读策略，快速阅读文本，找出答案。仔细阅读获取细节信息。在语境中学习本课语法和核心句型。利用角色扮演的活动，和思想泡泡的形式对课文进行复述课文。
DELC6
深度加工知识
Step5
迁移应用 解决问题
（Post-listening/reading）
（补充材料继续探究主题）
(1)These are Betty's parents.________
(2)These are Lingling's mother and Daming's mother.________
(3)This is Tony's father.________
(4)This is Tony's mother.________
(5)This is Daming's father._______
(6)This is Lingling's father.________
１.Show time.
①Work in pairs and introduce family members with each other.
②Introduce family member and their jobs to the whole class.
2.Ask the ss to think about what every letter in the word family stands for.
3.Homework Showing time
语言训练是知识转化为能力，预设目标转化为实际效果的有效途径，只有坚持大容量、快节奏、多形式的训练，才能逐步提高学生的语言运用能力。可以说语言操练成为教学过程的主旋律是一堂好课的重要标志。
让学生明白家这个词的真正含义，也更爱自己的父母。联系生活实际，产生情感共鸣。
作业设计
Homework
1．Learn the new words by heart.
2．Read the passage in groups.
3．Finish off the workbook exercises.
板书设计
Unit 2 These are my parents.(Activity 4－Activity 6)
hospital(doctor，nurse)
hotel(manager)
theatre(actor)
school(teacher)
bus station(bus driver)
police station(policeman)
教学反思
本节课整体推进比较顺利，完成度较好。现将本节课反思如下：一、有趣又自然的导入非常关键。以头脑风暴的方式导入，学生能很快的答出并且很快的进入本节课中，由老师的职业，自然的想出很多种职业，贴近生活，同时引入新句型，引发学生对未来的思考，即我以后想干什么呢。接着呈现新单词并板书，为学习课文扫清障碍。循序渐进的这种导入方式为课文学习做了充足的铺垫。二、阅读的重要性。快速的整体阅读文章，要求默读并且快速的阅读，并进行简单的判断正误，由此对文章有了大致的了解。
第四课时“ These are my parents. ”教学流程
步骤
过程
教师活动
学习活动
评价要点
设计意图
DELC4
预备激活先期知识
Step1
进入情境 了解主题（Lead-in）
Review
1．Read the passage in Activity 3 and answer the questions.
(1)How many students are there in the passage?
(2)Who are they?
2．Ask students to read again and tick T or F.
(1)These are Betty's parents.They are actors.( )
(2)This is Tony's mother，she is an English teacher.( )
(3)This is Daming's father.He works at a hotel.( )
(4)This is Lingling's father.He works at the bus station.( )
(5)Daming's mother and Lingling's mother are at the same hospital.( )
3．Check the answers.
Keys：(1)F (2)T (3)F (4)T (5)T
①Show a photo of the teacher. And say ,I’m a teacher and it’s my job.
②Ask the ss what jobs they know.
语言操练首先应围绕教学内容，着力于提高学生的语言能力而展开，任何非语言的活动都不可能替代。听课中常发现一些相关但无效的学生活动大量占据课堂，如听指令做动作，对学生而言，只是动肢体，如能边做边说，就有利于英语学习;还有各种游戏，稍不注意，就会喧兵夺主，把练英语的真正目的淡化了。因而，无论采用什么形式，训练的目的指向应始终聚焦在学生真正练英语，提高能力这一关键点上。
通过播放有关职业的视频，激起学生的学习趣。通过观察和回答问题，引入本课教学主题。
Step2
明确目标 激活已知（Pre-listening/reading）
Have a dictation
Get the students to write the words and phrases in Unit 2，check them if they have grasped the usages of the points.
①Show some jobs on the screen.
②Add a new pattern:
When I grow up, I want to be a ....
possible answers:
S1:worker
S2:doctor
S3:policeman...
教学目标是统领一堂课的导航灯，是教学的指南。只有目标明确，教学才能有序、高效地进行。
教学目标一要体现整体性，兼顾语言知识、能力和情感，当然可根据实际相对侧重;二要体现可行性，从教学内容和学生的实际出发，让学生跳一跳，摘得到，激发好奇心和学习积极性，同时兼顾学生差异;三要体现准确性，对不同的知识和能力应有不同的学习要求，不能面面俱到却蜻蜓点水，使教学走过场。
通过此环节的一系列活动，学生练习了表示家庭成员和职业的词汇，同时也练习了找示代词和形容词性物主代词，互相纠正又培养了学生的合作意识和互相帮助意识。
Step3
语言操练 实践运用（Exercises）
Practice
1．Have a reading competition.Let two students read the passage in Activity 3 and see who reads better.
2．Ask the students to read the passage again and complete the table in Activity 4.
3．Check the answers：
Betty
Daming
Father
actor
theatre
policeman
police station
Mother
manager
theatre
nurse
hospital
①Show pictures one by one with a sentence.
②Ask the ss ,What is his/her job? Where does he/she work?
③Check the new words.
1、学习目标明确，符合新课程要求的三维目标且符合这一班学生的实际。
2、教学中在设计、实施、内容符合课程目标，包含若干有效教学的要素，有目的性，有明确的学法指导。
3、内容具体，重点、难点突出，能抓住关键
充分发挥学生在课堂上的主体地位，利用合作探讨的形式来提高学习效率，同时教师精讲也是高效课堂的精髓和新课标的要求。
DELC6
深度加工知识
Step4
迁移应用 解决问题
（Post-listening/reading）
（补充材料继续探究主题）
Writing
1．Look at this sentence in Activity 5.
Now underline capital letters and full stops.
(1)These American teachers are in China.
(2)I'm Betty and I'm thirteen years old.
(3)This is a photo of Ms Li.
2．Answer the questions in Activity 6 with complete sentences.
(1)What's your father's name？My father's name is…
(2)What's your father's job？________________
(3)What's your mother's name？________________
(4)What's your mother's job？________________
Now check capital letters and full stops.
1. The ss read the passage quickly and then decide T or F.and then try to correct them.2.
①Read the passage carefully and fill in the form.
②Check their work in groups.
③Answer in sentences.
3. ①Learn the new grammar.
②Practise the following patterns: This is....These are....
4. Choose one of the bubbles and try to role play.
1、教学过程思路清晰，课程结构严谨，教学密度合理。
2、传授知识的量与训练能力的度适中，突出重点、突破难点。
利用当堂检测试卷来检测学生掌握的程度，过程中注重小组内成员的互评，利用“兵教兵”实现学生之间的共赢。
作业设计
Homework
1．Finish the writing task.
2．Finish the workbook.
板书设计
Unit 2 These are my parents.(Activity 4－Activity 6)
1．These American teachers are in China.
2．I'm Betty and I'm thirteen years old.
3．This is a photo of Ms Li.
教学反思
对学生进行细读指导，完成表格，获取细节信息。在此基础上对文章进行复述，巩固内化生词和核心句型。并引发学生思考，无论父母做什么工作，都很辛苦，以及作为子女我们应该怎么办。提升学生解决实际问题的能力。让学生在潜移默化中接受积极的思想教育与熏陶。一、注重课堂的落实。在每一个环节完成后，都要有相应的检验标准，了解学生的掌握度及听课效率。以便及时调整教学策略，争取提高学生的参与度与掌握程度。二、课堂指令用语一定简短明确，不能太长。学生听到立马能理解能执行，提高学生的参与度与活跃率，这样才能取得良好的教学效果。
第五课时“ Language in use ”教学流程
步骤
过程
教师活动
学习活动
评价要点
设计意图
DELC4
预备激活先期知识
Step1
Warming－up
1．Show a picture of Chibi Maruko's(樱桃小丸子的) family and ask students to introduce each person in the picture.
2．Ask students to make dialogues about Chibi's family.
Warming－up
1．Introduce each person in the picture.
2．Ask students to make dialogues about Chibi's family.
Students make dialogues about Chibi's family
通过樱桃小丸子 的图片激起学生的学习 兴趣，我回答问题， 引入本课教学主题 .
Step2
1．To learn to use the pronouns：this，that，these，those.
2．Ask students to pay attention to words in bold.
Language practice
1．
Is this your family?
Yes，it is.
Are these your grandparents?
Yes，they are.
Who's this?
That's my dad.
Those are Paul's son and daughter.
My dad's parents are on the right.
learn to use the pronouns：this，that，these，those.
通过复习，可以弥补前几节课中比较沉默的学生，让他们也得到充分展示的机会，体验成功的快乐
DELC5
获取新的知识
Step3
1.Ask students to look at the pictures and talk about the families in Activity 1
2．Let the students look at the picture and complete the sentences with this，that，these or those in Activity 2.
3．Have the students read the sentences and try to complete them.
Practice 1
1．Ask students to look at the pictures and talk about the families in Activity 1.
(1)Ask and answer about Picture 1：
A：Is this Lily's family?
B：Yes，it is.
A：Is Lily's father a doctor?
B：Yes，he is.
A：Is Lily's mother a doctor?
B：No，she isn't.She is a nurse.
A：What is her grandfather's job?
B：He's a farm worker.
(2)Then ask and answer about Picture 2 and 3.
(3)Have students write sentences for these three pictures.
(4)Ask some students to show their answers，then check.
Keys：
Picture 1
This is Lily's family.Her father is a doctor and her mother is a nurse.Her grandfather is a farm worker.
Picture 2
This/That is Jack's family.His father is a farm worker and his mother is a teacher.His uncle is a bus driver.
Picture 3
This/That is Li Ming's family.His father is an actor and his mother is a manager.His aunt is a nurse.
(5)Have the students read the sentences aloud.
2．Let the students look at the picture and complete the sentences with this，that，these or those in Activity 2.
3．Have the students read the sentences and try to complete them.
(1)________ are my sons，Tom and Alex.________ is our dog.
(2)________ is my uncle.He's a bus driver.
(3)—Is ________ man a doctor?
—Yes，he is.
(4)—Are ________ girls students?
—Yes，they are.
4．Check the answers.
Keys：(1)These；This (2)That (3)that (4)those
5．Ask the students to read the sentences.
By looking at the picture and completing the sentences with this，that，these or those to use.
充分发挥学生在课堂上的主体地位，对话利用合作的方式来提高学习效率.
Step4
Practice 2
1．Revise the usage of apostrophe(') to show possessive of nouns.
2．Have the students read the sentences in Activity 3.
3．Ask the students to ask and answer like this：
A：What's Tony's father's job?
B：He's an actor.
A：Is Tony's father a manager?
B：No，he isn't.
A：What is your father's job?
B：My father is a(n)…
4．Ask some groups to show in class.
5．Let students write sentences and check the answers.
Practice 2
1．Revise the usage of apostrophe(') to show possessive of nouns.
2．Have the students read the sentences in Activity 3.
His father is a hotel manager.(Tony)
Tony's__father__is__a__hotel__manager.
(1)Her parents are teachers.(Sarah)
(2)His parents are shop workers.(Wang Hui)
(3)His mother is a nurse.(Daming)
(4)Her father is a bus driver.(Lingling)
3．Ask the students to ask and answer like this：
A：What's Tony's father's job?
B：He's an actor.
A：Is Tony's father a manager?
B：No，he isn't.
A：What is your father's job?
B：My father is a(n)…
4．Ask some groups to show in class.
5．Let students write sentences and check the answers.
Keys：
(1)Sarah's parents are teachers.
(2)Wang Hui's parents are shop workers.
(3)Daming's mother is a nurse.
(4)Lingling's father is a bus driver.
Revise the usage of apostrophe(') to show possessive of nouns.
老师通过复习名词所有格精讲也是高效课堂的精髓和新课标的要求.
DELC6
深度加工知识
Step5
1．Have the students read the words in Activity 4.
2．Have the students match the words in Box A with the words
3．Ask them to share their answers.Then check them.
4．Let students read and remember them.
5．Have students read the words in the box and the passage in Activity 5.
6．Ask students to complete the passage with the correct form of the words from the box.
7．Check the answers.
8．Ask students to read the passage aloud.
Homework
(m)
1．Revise all the key points in this module.
2．Finish the workbook.
（chose）
3．Finish the writing.
4．Revise the whole module.
Practice
1．Have the students read the words in Activity 4.
2．Have the students match the words in Box A with the words in Box B.
3．Ask them to share their answers.Then check them.
Keys：
A B
he his
I my
it its
she her
they their
we our
you your
4．Let students read and remember them.
5．Have students read the words in the box and the passage in Activity 5.
he，her，his，my，we，our，she，their
Hello！My name is Amy.These are (1)________ friends.(2)________ names are Jack，Lily and Mike.Jack is American.(3)________ father is a doctor.He is (4)________ family doctor.Lily isn't American.(5)________ family is Chinese.Mike isn't Chinese.(6)________ is English.Mike's mother is a teacher.(7)________ is our English teacher.(8)________ are her students.
6．Ask students to complete the passage with the correct form of the words from the box.
7．Check the answers.
Keys：(1)my (2)Their (3)His (4)a (5)Her (6)He
(7)She (8)We
8．Ask students to read the passage aloud.
Revise all the key points.
利用当堂检测来检测学生掌握的程度，过程中注重小组内成员的户型，利用兵教兵实现学生之间的共赢.
作业设计
1．Revise all the key points in this module.
2．Finish the workbook.
3．Finish the writing.
板书设计
Blackboard Design
Unit 3 Language in use
1．There are thirty students in my class.
2．—Are there computers on everyone's desk?
—No，there aren't.
3．—Is there a map of the world?
—No，there isn't.
4．How many students are there in your class?
5．The library is on the left of the playground.
6．Her father is an actor English teacher.
7．His father's job is a manager.
8．My father's name's…
教学反思
本节课为复习课，采用主题教学法和任务型教学法，通过老师在教学中创设教学情境来复习单词，短语和语法，通过图片，黑板，多媒体等辅助教学，以高复现，快节奏，低台阶，大容量和勤反馈的特点来组织教学活动，通过师生对话，生生对话，互帮互助，归纳总结来完成本模块所学知识，任动的设计以学生为主体，充分体现学中用，用中学，同时体现了课标中用英语做事情的思想。
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