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民族实验中学预习导学教学案七年级〔上〕英语授课时间______ 课型:新授课课时______课题Module 2 Unit 2 These are my parents.教学目标 1. 能正确运用本单元重点单词及短语。
2. 能熟读课文，正确理解课文。
3. 能简单介绍亲朋好友的职业。
重点Aim I and Aim II难点AimIII【预习任务展示设计】一、学生展示〔大声朗读、背诵本课新单词及短语〕。
bus / driver---______________ station--- ______________/___________________ police / at---______________________hospital / same--__________________________ hotel / manager---_____________________theatre= theater--_________________________________________________________ actor / an--________________/______________________________________________ nurse---___________________________policeman /policemen--- ____________________ we--________________________ job---__________________________________________________________________二、快读本单元课文，完成活动3。
三、详读本单元课文, 完成活动4。
【新课导入环节】Activities 1，2.Ask: Where is he / she? Where are they?What is his / her job? What are their jobs?【重难点突破环节】I. Read the passage and answer the following questions.1、Is Betty’s father an actor? ___________________________________What’s her mother’s job? ___________________________________2、What does Daming’s father do? ______________________________What about his mother? ______________________________3、Where is Tony from?___________________________________________II．Read the passage and check the answers to Activities 3, 4.III．读课文，找出重点短语、句子。
Unit 2 These are my parents导学练案课型：读写课一．学习目标1. 记住重要的单词，短语，句子（1）单词：factory, hotel, university, hospital, office, doctor,, worker, manager, secretary(2) 短语：factory worker, factory manager, hotel manager(3) 句子：This is tony’s father.These are my parents.My mother is a doctor at the hospital.My mother is a secretary at Beijing International School.My father is a factory manager.2. 技能目标：能阅读介绍人物职业和擅长的简短文章。
能写出有关职业和擅长的简短句子，能分清大小写及正确使用句号。
3. 情感目标：说话时要尊重对方的习惯，令对方感觉舒服，以培养良好的情感。
二．教学过程：单词预热：根据汉语及首字母提示补全单词：1. He is a worker in the f______.2. Who is the hotel m_______.3. when I grow up(长大), I want to study in Beijing U_______.4. She is a s_______ in the office.5. His brother is a d________ at the hospital.（二）match the words with the pictures (finish activity 1)（三）label the people in activity 1.1. Daming’s mother works in hospital and she is a _________.2. Tom’s mother teaches in a university in Beijing and she is a ________.3. Tom’s mother works in a hotel and he is a h______ m________.4. Betty’s mother works at Beijing International School and she is a s_________.5. Lanlan’s father works in a factory and he is a f_____ w________.(四)reading 阅读大冲关1. read the passage and answer the questions:(1.) Is Betty’s mother a manager? _________________________(2.) What’s Daming’s father’s job?_________________________(3.) Is Tony’s mother a teacher?____________________________(4.) What are Lingling’s parents’ jobs?_______________________2. Read the passage again and complete the table.3. Complete the sentences according to the table.(1.) Betty is ______. Her father is a ________ at Beijing International School. Hermother is a _____ _____ Beijing International School.(2.) Daming is a _____. His father is a ____ ___. His mother is a _______ at the ____.(3.) Tony is ____. His father is a ____ _____. Her mother is _____English teacher in ___university in Beijing.(4.) Lingling is _____. Her parents are ____ ______.(五) )随堂小练习 A.同桌对话：1. What’s your father’s/mother’s name?2. What is your father’s/mother’s job?3. Can he/she speak English?5. Is your father/mother a teacher/worker/secretary?B.翻译句子：1.这是我的父母。
外研版英语七年级上册Module 2 Unit 2《These are my parents》说课稿一. 教材分析《These are my parents》是人教版英语七年级上册Module 2 Unit 2的内容。
本节课的主要教学内容是介绍家庭成员的名称和外貌特征。
通过对教材内容的分析，我们可以发现，本节课的主要语言点是家庭成员的名称，如mom, dad, brother, sister等，以及描述外貌特征的词汇，如short, tall, fat, thin等。
此外，本节课还要求学生能够运用所学知识进行简单的自我介绍和介绍家庭成员。
二. 学情分析在七年级的学生中，大部分学生已经掌握了基本的英语语法和单词，但是口语表达能力还不够强。
因此，在教学过程中，我们需要注重培养学生的口语表达能力，让他们能够在实际情境中运用所学知识进行交流。
此外，学生对本节课的内容非常有兴趣，因为他们可以借此机会介绍自己的家庭成员。
三. 说教学目标1.知识目标：学生能够掌握家庭成员的名称和外貌特征的词汇，如mom, dad, brother, sister, short, tall, fat, thin等。
2.能力目标：学生能够运用所学知识进行简单的自我介绍和介绍家庭成员。
3.情感目标：通过本节课的学习，学生能够增强对家庭的感情，更加珍惜和爱护自己的家人。
四. 说教学重难点1.重点：家庭成员的名称和外貌特征的词汇。
2.难点：运用所学知识进行简单的自我介绍和介绍家庭成员。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在实际情境中运用所学知识进行交流。
2.教学手段：使用多媒体课件和实物教具，如家庭成员的图片、身高体重尺等，帮助学生更好地理解和掌握知识。
六. 说教学过程1.导入：通过展示一张学生的全家福照片，引导学生谈论自己的家庭成员，激发学生的学习兴趣。
2.新课呈现：通过多媒体课件，展示家庭成员的名称和外貌特征的词汇，让学生进行观察和记忆。
M2 My familyU2 These are my parents.教学设计Ⅰ.语篇分析What ：本课主要围绕家庭成员的根本信息, 做简单地介绍, 包含内容：成员、国籍、职业、工作场所. 语篇列举了四个学生的家庭, 分别是Betty King、Li Daming、Tony Smith、Wang Lingling.How ：本课的四段介绍按照姓名、家庭成员、国籍、父母的职业以及工作地点的顺序展开.运用了一系列生词和指示代词的表达：actor、nurse、policeman、manager、hotel、station……This is ……/These are……/My father is a(n)……Why ：学生阅读四段语篇之后, 可以学以致用, 结合自己的实际情况, 向他人介绍自己的家庭和父母等, 培养学生对家庭的热爱和对家庭成员的关心.Ⅱ.学情分析：学生刚升入初中阶段, 对初中生活感到新鲜和有趣. 虽然根底相对薄弱, 但是课堂注意力较集中, 学习热情较高. 局部学生因为怕说错和性格原因不敢开口, 需要老师的鼓励和引导. 学生之间的差距要求授课教师把握节奏, 培养学生话题和词汇的语域意识, 总结语篇脉络和形成话题联想的能力. 通过课堂上不断地练习, 让学生敢于表达自己, 做到有话可说. 此外, 由于班级内有来自单亲家庭的学生, 教师在授课时要注意保护学生, 同时注重培养学生的移情能力.Ⅲ.教学目标：1.语言知识目标：(1)能够掌握和熟练使用职业和工作地点的单词：bus station, hospital, hotel,police station, theatre, actor, driver, manager, nurse, policeman ……(2)能够准确运用指示代词和名词所有格：this is……/ these are……/the manager of a theatre2.语言技能目标：〔1〕能阅读并理解介绍人物职业和工作地点的文章〔2〕了解段落的表达顺序〔3〕能够向他人介绍自己的家庭及成员的职业〔4〕能写出简短的句子来介绍家庭成员, 并能正确运用大小写以及句号.3.学习策略目标：〔1〕教学步骤由易到难, 由听说到读写, 循序渐进, 利于唤起学生的认知,开展思维〔2〕尽可能多地利用课堂进行交际训练, 提高学生的表达能力〔3〕利用音频和视频等音像资源, 刺激学生的多感官参与学习, 丰富课堂教学.4.情感文化目标：通过介绍家庭情况, 〔1〕培养学生对家庭的热爱和对家庭成员的关心〔2〕培养学生对家庭不幸同学的同情和理解.Ⅳ.教学重难点：1. 学生会使用新授的单词和表达, 职业和工作地点能够一一对应.2. 学生通过阅读, 学会如何介绍自己的家庭成员的职业和工作地点.3. 仿照四段语篇, 引导和鼓励学生介绍自己的家庭, 加强亲情的感知.Ⅴ.教学过程：Step 1 . Warming up - listening to a songPlay a song Be what you wanna be and speak out some jobs in it .播放歌曲, 唤醒课堂.【设计意图】用歌曲来活泼课堂, 迅速激活话题, 吸引学生的注意力, 并且锻炼听力. Step 2 . Pre-readingLabel the places and people in the pictures with the words and expressions. (Activity 1)【设计意图】通过单词和图片的匹配帮助学生在头脑中建立两者的联系, 减少汉语的干预.为后面的学习扫除障碍, 提高阅读效率.Step 3. While- reading1. Fast reading :Read loudly and match main idea with each paragraph.Para1. Betty King’s familyPara2. Tony Smith’s familyPara3. Wang Lingling’s familyPara4. Li Daming’s family【设计意图】通过快速阅读, 迅速找出主要人物, 并进行匹配, 培养学生获取信息的能力.2. Careful reading: Read and answerPara 1. 1.What is Betty’s father?2.Where does Betty’s mother work?Para 2 1. They are from England.2.Tony’s mother is an English teacher at a school.3.Tony’s father is a hotel manager.Para 3 1._Daming’s father is _______.2.--- Daming ’ father work at_______.Para 4 1.Wang Lingling’s mother is a _______ at a hospital.A doctorB nurse2.is a bus driver in Beijing.A Dam ing’s fatherB Wang Lingling’s father【设计意图】细读局部采取分段阅读的方式, 每一段都准备了相应的问题, 问题形式涉及主观问答、判断、填空和单项选择, 主要考察学生获取信息和整合信息的能力. 在阅读的过程中, 稳固词汇和指示代词. 在每一段的阅读中, 按照姓名、家庭成员、职业、地点的顺序进行描述, 进而让学生能够复述出来.Step 4 Post -reading1.根据表格〔Activity 4〕,可以复述任一小段.【设计意图】充分熟悉课文, 锻炼语言输出能力.2.Ask and answer questions in pairs .记者采访环节, 可参加其他问题.What’s your father’ s name?What’s your father’ s job?What’s your mother’ s name?What’s your mother’ s job?3.Talk about your family and their jobs 介绍自己家人.(This is…/T hese are…)【设计意图】帮助学生运用this is和these are句型准确介绍自己家人工作及他们的工作地点.4. Do you love your family? What can you do to love your family?【设计意图】通过介绍家人升华学生情感,引发学生思考：需要怎样做来回馈家人给予的爱？培养学生学会感恩, 学会关心家人的思想品质.Step 5 Homework.Must do: Write a short passage about your family in the notebooks, using what we learnt today. Thenshare with your group members.Can do : When you introduce your family ,not only introduce those four aspects, you can also say someother information you know, such as hobby、habit、individuality……【设计意图】分层作业可以最大程度上的让学生的语言能力和学习能力得到锻炼, 一方面,可以夯实根底, 稳固课堂教学；另一方面, 鼓励学生挑战自己, 试着做提高作业.Ⅵ.板书设计：Module2 My family Unit2 These are my parents.This is …… These are ……Betty Daming Tony LinglingFather actor policeman manager bus driverMother manager nurse English teacher nurseⅦ.教学反思：我本次课内容选自外研版英语教材七年级上册M2 My family U2 These are my parents. 现在将实际授课之后的体会和发现的问题结合课堂教学环节做如下反思：优点：1.通过播放歌曲, 让学生放松身心, 同时快速进入本课的主题.2.课堂中通过单独提问、二人对话、小组讨论的形式, 教学表达一学生为主体.3.在阅读之后, 侧重情感的渗透, 培养学生关爱他人, 感恩父母之情.缺乏：1.由于个人经验缺乏, 教学中忽略了表情亲和, 导致学生表现拘谨, 怯于发言.2.在post-reading中, 应该给与学生更多的展示时机来进行语言的输出.3.在分段阅读时, 应该给与学生更多的时间去理解和练习复述, 从而照顾到更多的后进生.4.有一次多媒体的失误操作, 以后要防止此类失误.通过本节课我深深的感到, 教学永远是一门无止境的艺术, 缺乏之处在以后的教学中一定注意加以改善. 在教学的路上, 我会时刻反思自己, 总结经验, 让自己成为一名优秀的教师.活学活用—Today is fine. What about________ a picnic?—That's a good idea. Let's go.A．have B. to haveC．having D．HasC2.What’s your name?英语中,当想知道对方叫什么名字时,可用句型"What’s your name? "进行询问,其答语一般用"My name is + 姓名.".—What’s your name?—My name’s Gao Jing.3.I’m twelve years old...years old, 表示“...岁〞. 有时候years old 可以省略, 只用数字来表达年龄即可. 如：Her dog is three.对该句型提问可用：How old ...? 它是英语中一个较重要的句型,主要用来询问某人的年龄,其答语通常用"主语+ am / is / are + 年龄.--How old are you?--I am thirteen (years old).活学活用--How old are you?--I am .A．ten B. Susan C．nice D．Class4A4.Nice to meet you用于第一次见面时说的话, 一般的场合都可以. 比较正式.--Nice to meet you--Nice to meet you, too.语法一、人称代词1．用来代替上文提到的人或物的代词称为人称代词. 人称代词又分为主格和宾格两种. 如下表：2．主格代词在句中作主语常置于句首；宾格代词在句中作宾语.活学活用用适当的人称代词填空1．Hi, ________ am Wang Nana.2．This girl is my friend. ________ is 10 years old.3．That boy is from England. ________ is Jack.4．—Are ________ from Class One, Lucy?—Yes, ________ am.5．This is our teacher, Mr Zhang. ________ is 36 years old.1. I2. She3. He4. you; I5. He二、be动词的一般现在时1．be动词的含义及用法am/is/are是动词be的一般现在时形式, 根本意思为“是〞, 用来说明年龄、身份、状态等.2．一般现在时的根本用法：(1)肯定句式：主语＋am/is/are ＋其他．例如：I am a student.我是一名学生.He's a doctor.他是一位医生.It's a desk.它是一张桌子.They are my friends. 他们是我的朋友.(2)否认句式：________＋________＋________＋其他．(注意：is, are可与not缩写为isn't, aren't, 但am 不可与not缩写) 主语； am/is/are; not(3)一般疑问句句式：________＋________＋其他？Am/Is/Are; 主语；肯定答复：________, 主语＋be(am/is/are)．Yes;否认答复： No, 主语＋be(am/is/are)＋not.例如：—Is this a map? 这是一张地图吗？—Yes, it is.是的, 它是.—Are they from Xinjiang? 他们来自新疆吗？—No, they aren't.不, 他们不是.【温馨提示】肯定答复中的be动词不能与前面的代词缩写；否认答复中的not可以与前面的be动词缩写, 但am不能与not缩写.[口诀] 我(I)用am, 你(you)用are, is 连接他(he)、她(she)、它(it). 单数词用is, 复数词全用are.活学活用用be动词的适当形式填空1．I ________ from Jinan, the capital of Shandong.2．________ you a teacher?3．My friend ________ in Class 1.4．Lucy and Lily ________ twins.5．This ________ an interesting story. I like it very much.1. am2. Are3. is4. are5. is稳固训练单项选择：( C )1. -Nice to meet you. - .A. Good morningB. You are welcomeC. Nice to meet you, tooD. Goodbye ( C )2.He from Beijing, I from Shanghai.A.i s isB. am amC. is amD. is comes( B )3.A panda ____________ from China.A.amB. isC. are(A) 4. It’s nice ______________my old friends here.A. to meetB.meetC. meetsPART3 课后稳固一、完形填空：〔10分〕My name is Nancy. I’m twelve __1__old. I’m __2__England. I’m a middle school student. I’m in Class__3__. I like green and blue. This__4__my new friend. Her__5__ is Wendy. She is thirteen. She is from__6__too. We are friends, __7__we are in different〔不同的〕 classes. Wendy is in Class Four. She__8__red and yellow. Wendy likes __9__too, but I can’t swim. On sundays, we often __10__together.( B ) 1.A. year B. years C. /( A ) 2.A. from B. in C. on( A ) 3.A. four B. Three C. Two( A ) 4.A.is B. are C. am( A ) 5.A. name B. names C. name’s( C ) 6.A. English B. America C. England( C ) 7.A. and B. so C. but( A ) 8.A. likes B. like C. is( C ) 9.A. basketball B. football C. swimming( A ) 10.A. play B. playing C. plays二、判断正误：正确的写A, 错误的写B.〔10分〕My name is Felix Black. I am from America. I’m twelve years old. And I am a student in No.2 Middle School i n Suzhou. Mrs Zhao is our Chinese teacher. My friend is also a student here. Her name is Maria Smith. She is from England. She is thirteen years old. Maria and I are new students in No. 2 Middle School. We like our Chinese class.( B )1.Felix is thirteen years old.( A )2.Mr Zhao is Felix’s Chinese teacher.( A )3.Maria is from England.( A )4.Felix and Maria are in the same〔同样的〕school.( B )5.They don’t like their Chinese class.三、书面表达：〔10 分〕根据以下信息用英语写一篇介绍自己及好朋友的短文,可自由发挥.I My friendName Panpan TongtongAge 12 13City Wuhan QingdaoClass 3 6。
Module 2 Unit 2 These are my parents Teaching goals 教学目标 1. Language focus语言目标 a. Words and phrases 生词和短语 bus station hospital hotel police theatre actor driver manager nurse policeman we an job at same 1. bus station 2. police station 3. bus driver 4. at a school b. Key sentences重点句子 1. What is your father's job? 2. My mother is the manager of a theatre. 2. Ability goals 能力目标 Enable Ss to know the occupation names. 3. Learning ability goals 学能目标 Help students ask and answer about their family's occupation. Teaching important and difficult points教学重难点 The use of "the possessive case of nouns" Teaching aids 教具准备 multi-media Teaching procedures and ways 教学过程 Step I： Lead in Show some pictures. Say what you know about the places and the jobs. Places: hospital, hotel, school, bus station, theatre Jobs: doctor, nurse, hotel manager, teacher, driver, actor… T: Do you like these pictures? Who works in it? Your father or your mother? S: Yes, I do. My mother works in a ... My father works in a ... Step II ：Learn the new words T: Now look at the photos. This is a policeman. He works in a police station. These are nurses. They work in a hospital. T: When you see a man or a woman, what jobs can you think of? Then let the students remember the words. Step III Read and answer 1. Betty's parents works 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 _________. Check the answers: 1. theatre 2. nurses 3. manager 4. teacher 5. policeman 6. bus driver Step IV : Complete the table. Betty Daming
Father actor theatre Mother nurse
Tony Lingling Father Mother
Step V: Work in pairs A: Where is Betty from? B: She's come from America. A: What is her father's job? B: He's an actor. A: Is Tony's father a manager? B: Yes, he is. A: Is Daming's father a driver? B: No, he isn't .He's a policeman. A: What is your father's job? B: My father's a ... Step VI : Language points 1.These are Betty's parents.这两位是贝蒂的父母。 Betty's 意为“贝蒂的”。这是一个名词所有格形式，表示人与事物的所有和所属关系.在句中作定语。 2…. And my mother is the manager of a theatre.我的妈妈是一位剧院的经理。 本句中of 是名词的所有格形式，表示无生命的所属关系时，要用介词of 所构成的短语来表示。 the legs of the table 桌子腿 3. What is your father's job? 你父亲做什么工作？ 这是询问职业的常用句式，是一个特殊疑问句，用表示职业的名词来回答。 What is your brother's job? He is a policeman. 拓展：询问职业的句型还有： What +be +主语？ What do/does +主语+do? What is your mother? What does your mother do? She is a nurse. Step VII : Practice 1.—______ is your father's job? —He's a driver. A. Can B. What C. Where D. How 2. These are some ____ of my family. A. photoes B. photos C. photo 3. —What is your brother?—_______. A. He's a student. B. He is at work. C. My friend D. He's my brother. 4.—Is your mother a teacher? —______. She teaches English. A. Yes, she can B. No, she can't C. Yes, she is. D. No, she isn't. 5. The girl is Mar Green's ____ daughter. A. friend B. friend's C. a friend 根据汉语意思完成下列句子，每空一词。 1.我姐姐是医院的一名护士 My sister is ___ _____ at the ________. 2.李明是一名旅馆经理。 Li Ming is _____ _____ __________. 3.格林先生是托尼的父亲。 Mr. Green is _______ _______ . 4.这是一张我的全家福。 This is a ______ of my ________. 5.我的父母来自英国。他们都是老师。 ____ _______ are from England. They are both _________.
中国书法艺术说课教案
今天我要说课的题目是中国书法艺术，下面我将从教材分析、教学方法、教学过程、课堂评价四个方面对这堂课进行设计。
一、教材分析： 本节课讲的是中国书法艺术主要是为了提高学生对书法基础知识的掌握，让学生开始对书法的入门学习有一定了解。
书法作为中国特有的一门线条艺术，在书写中与笔、墨、纸、砚相得益彰，是中国人民勤劳智慧的结晶，是举世公认的艺术奇葩。早在5000年以前的甲骨文就初露端倪，书法从文字产生到形成文字的书写体系，几经变革创造了多种体式的书写艺术。
1、教学目标： 使学生了解书法的发展史概况和特点及书法的总体情况，通过分析代表作品，获得如何欣赏书法作品的知识，并能作简单的书法练习。
2、教学重点与难点： （一）教学重点 了解中国书法的基础知识，掌握其基本特点，进行大量的书法练习。 （二）教学难点： 如何感受、认识书法作品中的线条美、结构美、气韵美。 3、教具准备： 粉笔，钢笔，书写纸等。 4、课时：一课时 二、教学方法： 要让学生在教学过程中有所收获，并达到一定的教学目标，在本节课的教学中，我将采用欣赏法、讲授法、练习法来设计本节课。
（1） 欣赏法：通过幻灯片让学生欣赏大量优秀的书法作品，使学生对书法产生浓厚的兴趣。
（2） 讲授法：讲解书法文字的发展简史，和形式特征，让学生对书法作进一步的了解和认识，通过对书法理论的了解，更深刻的认识书法，从而为以后的书法练习作重要铺垫！
（3） 练习法：为了使学生充分了解、认识书法名家名作的书法功底和技巧，请学生进行局部临摹练习。
三、教学过程： （一）组织教学
