仁爱版英语七年级上册Unit3 Topic2 SectionC教学设计
Unit 3 Getting TogetherTopic 2 What does your mother do? 教学设计Section CThe main activity is 1a. 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Step 1 Review 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。
)S3: What does the man do?S4: He is an office worker.S3: Where does he work?S4: He works in an office.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: Look at this photo. It’s a photo of Michael’s family.(板书并要求学生掌握。
)T: (指着图片上的男孩) The boy is Michael.(指着图片上的女孩) The little girl is his sister, Jane. Michael is Jane’s brother.(板书，让学生猜其意。
然后要求学生掌握。
)T: The man in black is Mr. Brown. He is Michael and Jane’s father. The woman in red is their mother. So Jane is the woman’s daughter and Michael is her son. (板书并要求学生掌握。
)3. (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: Your father’s brother is your …?Ss: U ncle. (帮助学生回答。
)(板书并要求学生掌握。
)T: Your mother’s brother is your …?Ss: U ncle.T: S5, do you have an uncle?S5: Yes, I do. /No, I don’t.T: Your father’s sister is your …?Ss: A unt. (帮助学生回答。
)(板书并要求学生掌握。
)T: Your mother’s sister is your …?Ss: A unt.T: Your aunt’s son is your …?Ss: C ousin.(帮助学生回答。
)(板书并要求学生掌握。
)T: Your aunt’s daughter is your cousin, too. Here, cousin means“表姐妹”in Chinese.T: Your parents’ parents are your …?Ss: G randparents. (帮助学生回答。
)(板书并要求学生掌握。
)(导入新课。
)Step 2 Presentation 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: This is a photo of Kangkang’s family.(板书)(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’s the young woman in yell ow?S1: She is Kangkang’s aunt.T: Who’s the young man in green?S2: He is Kangkang’s uncle.T: Who’s the young woman in red?S3: She is Kangkang’s mother.T: Who’s the man in black?S4: He is Kangkang’s father.T: (手指沙发) Who are they on the sofa?(板书并要求学生掌握。
)S5: They are Kangkang’s grandparents.T: Who is the little girl?S6: She is Kangkang’s cousin.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: Listen and repeat. Imitate the pronunciation and intonation.4. (学生分角色朗读，完成1a。
)T: Read 1a in roles.Step 3 Consolidation 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: Read 1a by yourselves and find out the key words. Then act out the dialog according to the key words on the blackboard.(板书)2. (学生再读1a。
根据1a内容，完成1b。
并互相核对答案。
)T: Please read 1a again. Then fill in the blanks in 1b according to 1a. Then check the answers together.3. (挑选几个学生，展示自己的全家福，并作简单介绍。
)T: Please show us photos of your family. Then introduce them to your classmates.S1, please.S1: This is my … He/She is a(an) … He/She works …S2: There are three people in my family. They are my mother, father and I. My mother is a teacher. ……(对于介绍流利，发音准确的学生，给予表扬。
)Step 4 Practice 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。
)Kangkang’s Family TreeT: This is Kangkang’s family tree.(板书并要求学生掌握。
)tree, family tree2. (让学生参照1a内容，完成康康的家谱，核对答案，完成1c。
)T: P lease complete Kangkang’s family tre e according to 1a. Then check the answers together.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: Please make conversations after the example according to Kangkang’s family tree. Then practice in pairs. I’ll ask several pairs to act them out in the front. Example:T: Who’s the man in black?S1: He’s Kangkang’s father.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。
)My name is Jack. I am a boy. I’m 12 years old. I’m a student. My father is adoctor. My mother is a teacher. My aunt and uncle are both office workers. They have a daughter. I have a little sister. My little sister is four years old. She is at home with my grandparents.T: Nice work. Please read the passage on the slide, then complete the following family tree.(板书)_ _ _’s Family Tree(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 : Draw your own family tree and write some information about your family members, such as jobs, age and workplaces.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。
仁爱版英语七年级上册Unit3Topic1SectionC教学设计
3.教师巡回指导，关注每个小组的讨论情况，适时给予指导和鼓励。
（四）课堂练习，500字
1.教师设计填空、选择、连线等练习题，让学生巩固词汇和语法知识。
2.学生完成练习题，教师及时批改并给予反馈，针对共性问题进行讲解。
3.教师组织学生进行小组竞赛，激发他们的学习兴趣，提高课堂氛围。
3.巩固练习，解决难点
（1）设计填空、选择、连线等练习题，让学生在课堂上巩固词汇和语法知识。
（2）开展小组活动，让学生相互采访，介绍自己的家庭成员，提高口语表达能力。
（3）针对学生在口语交流中出现的错误，教师及时纠正，帮助他们突破难点。
4.情境交际，实践应用
（1）教师设计一个关于家庭聚会的情境，让学生运用所学知识进行角色扮演，提高他们的英语应用能力。
3.增强学生的团队意识，让他们懂得合作的重要性，提高团队协作能力。
4.激发学生对英语学习的兴趣，培养他们积极、自信的学习态度，树立学习英语的信心。
本教学设计旨在让学生在掌握英语知识的基础上，提高他们的语言运用能力和综合素质，使他们在愉快的氛围中学习英语，感受到英语学习的乐趣。同时，注重培养学生的情感态度和价值观，让他们在学习过程中形成良好的品格和价值观。
二、学情分析
针对仁爱版英语七年级上册Unit3 Topic1 SectionC，学生在之前的学习中已经掌握了基本的英语问候语、自我介绍等日常用语，具备一定的英语听说能力。在此基础上，他们对家庭成员的词汇和一般现在时的用法已有初步了解，但尚需进一步巩固和实践。
本节课的学生群体处于青春期，具有较强的求知欲和表现欲，希望在学习中获得成就感。他们对新鲜事物充满好奇，喜欢互动、合作的学习方式。然而，部分学生可能在英语学习中存在一定程度的焦虑，对口语表达和听力理解方面缺乏自信。
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.。
仁爱版七年级上册英语教学设计：Unit3Topic2SectionC
4.鼓励学生主动参与课堂活动，培养自主学习、合作学习和探究学习的能力。
（三）情感态度与价值观
1.培养学生对英语学习的兴趣，激发他们学习英语的热情。
2.培养学生尊重他人、包容他人、友善合作的品质，使他们能够在小组活动中积极交流、相互帮助。
3.培养学生热爱生活、积极向上的心态，让他们学会用英语分享自己的快乐和兴趣。
-设计词汇游戏和竞赛，激发学生的学习兴趣，增强记忆效果。
-通过造句练习，让学生在实际语境中运用词汇，加深理解。
2.对于语法教学，我将：
-使用图表、例句和情景对话等形式，清晰展示一般现在时的结构和使用场景。
-设计互动性强的练习，如角色扮演、小组讨论，让学生在实际交流中练习语法。
-针对第三人称单数动词变化这一难点，通过歌曲、绕口令等形式，帮助学生记忆。
5.语法练习：完成一份关于一般现在时的练习题，包括填空、选择、改错等形式，以巩固学生对一般现在时的理解和运用。
在完成作业的过程中，鼓励学生积极思考、主动探索，将所学知识运用到实际生活中。同时，教师应关注学生的作业完成情况，及时给予反馈和指导，帮助学生不断提高英语水平。通过本次作业的布置，旨在培养学生的自主学习能力，激发他们对英语学习的兴趣，提高综合语言运用能力。
3.口语表达的教学设想：
-创设真实的交流环境，鼓励学生大胆开口，表达自己的兴趣爱好。
-开展小组合作活动，让学生在小组内相互提问、回答，提高口语流利度。
-教学中注重情感关怀，给予学生积极的反馈和鼓励，增强他们的自信心。
4.针对学生的个体差异，我将：
-设计分层教学任务，满足不同水平学生的学习需求。
-采取差异化评价策略，关注每个学生的进步和特点。
仁爱版七年级英语上Unit2 Topic3 section C教学设计
仁爱版七年级英语上Unit2 Topic3 Whose cap is it section C 琼山第二中学一、整体设计思路1、对阅读部分的处理：采取“总-分-总”的方式，fast-reading及scanning 等阅读策略引导学生阅读。
首先让学生整体感知短文的主要内容，然后引导学生深入细致阅读，让学生了解短文的主要意思和细节，帮助学生关注和提取信息。
最后过渡到整体，呈现和总结如何描写人物的脉络结构。
2、对写作部分的处理：给学生搭设两层“脚手架”给予辅助。
即首先引导学生通过阅读这篇文章，总结出介绍描写人物的基本写作框架结构及语言表达；根据2的人物图片，以小组合作收集单词，然后进行仿写短文，最后小组内相互交流，修改及选择一些作品进行展示。
二、教学背景分析1、教学内容分析这是一节读写课，选取的短文是仁爱版七年级英语上册Unit2 Topic3 section C 的一篇阅读短文。
本课时以描述人物及他人的外貌特征为阅读主题，并以此为写作范例，进一步开展写作教学。
2、学生学情分析七年级同学好奇心强，学习英语兴趣较浓，通过教学过程中宽松、民主、和谐的教学氛围，调动他们学习的积极性，加强对学生学习策略的指导，鼓励他们参与到课堂活动中，实现课堂教学的有效性。
三、教学目标1、知识目标：（1）能正确拼读并运用以下单词：new, clothes, classmate（2) 能理解并掌握以下句型：He is in a purple shirt and my T-shirt is red.His pants are blue and mine are white.2、能力目标：（1）能根据阅读目的运用简单的阅读策略获取所需信息.(2)在阅读的基础上培养学生的写作能力。
3、学习策略：能够和同伴积极合作，共同完成任务；4、情感态度：通过多种活动培养学生的英语学习兴趣；通过两两交流和小组合作，培养学生的合作意识与合作精神。
Unit3 Topic2 SectionC 教案仁爱版七年级英语上册
七年级英语教案Unit3 Topic2 Section C一、Teaching aims and demands1. (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, on the sofa, tree, family tree,a photo of my family,in red2. 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)You have a big family.(5)Is the young woman in yellow your aunt? Yes, she is my aunt.二、Key and difficult pointsDrew a family tree and learn to describe something about your family members and relatives.三、Teaching ProceduresStep 1 ReviewShow some pictures about family members, then ask and answer questions about work and workplace.T:What does your mother do?S1:She is a doctor.T:Where does she work?S1:She works in a hospital.Step 2 Presentation1.Show a photo of one’s family and describe the relation between them in Chinese.2.Learn the new words “son, daughter, aunt, uncle, family, tree...”3.Read 1a and answer some questions:Who’s the young woman in yellow?Is the young man in green Kangkang’s uncle?Who is the little girl?Who are they on the sofa?Step 3 Consolidation1.Read 1a again and fill in the blanks in 1b according to 1a.2.Read 1a by yourselves and find out the key words. Then act out the dialog according to the key words on the blackboard.Step 4 Practice1.Drew your own family tree and write some information about your family members, such as jobs, ages and workplaces.2.Then make a conversation with your groups based on your family tree.3.Act your conversation out before the class.Step 5 SummarySome words and phrases:aunt, uncle, brother, grandparent, cousin, daughter, son family, on the sofa, tree, family tree,a photo of my family,in red Sentences :(1)This is a photo of my family.(2)Who’s the young woman in yellow?(3)Who are they on the sofa?(4)You have a big family.(5)Is the young woman in yellow your aunt? Yes, she is my aunt. Step 6 HomeworkWrite a short passage according to your own family tree.The title is “My Family”.。
(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Unit3Topic2IhaveabigfamilySectionC学案
Unit3 Topic2 SectionC参考学案I .Learning aims and demands1).Words: aunt, uncle, brother, grandparent, cousin, daughter, son, family,sofa, tree,Phrases: a photo of ,family treeSentence pattens:(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.2).Grammar.名词的所有格与in，of 的用法。
3）Learn to ask for information about your partner’s family members.II .Prep Guidance1.Listen and read.Listen to the tape of words below carefully and follow it loudly,then read them with each other,correct your pronunciation if necessary.1.Leading in.Look at these pictures and fill in the blanks with the right words afterthe examplea.Modela photo of my classroom.I have a big classroom.This is _________________. I have a big _____.b.Modelmy grandparents(my father/mother’s parents)My _____ are on the _________c.Modelmy aunt (my father/mother’s sister)The young ____ in yellow is my____d. Modelmy uncle (my father/mother’s brother)The young man ___ a green T-shirt is my____.e. Modelmy mother and IThe young woman ___ ____ is my _____.3.Read and translate.Read the conversation in 1a with your partners and translate the phrases or sentences into English.Check your answers with each other.1)一张全家福2）穿黄颜色的年轻妇女3）穿绿T恤的年轻男子4）我的表妹和我5）一个大家庭6）在沙发上4.Grammar Focus.Watch the sentences carefully.This is a photo of my family.1)family 作为一个整体时，意思是家庭，作主语是谓语动词用单数形式；如果看成家庭成员是，应理解为复数，后面的谓语动词用复数形式。
Unit3 Topic1 SectionC 教案仁爱版七年级英语上册
七年级英语教案Unit3 Topic1 SectionC一、Teaching aims and demands1.Learn some new words and phrases:many, lot, a lot, all, not … at all, so, study, each other, little, a little, them, 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.二、Key and difficult pointsLearn to express one’s like or dislike about something.三、Teaching ProceduresStep 1 ReviewDo you like English/Chinese? 引出本课新单词，在黑板上画出三幅图。
very muchlike…like … a little don’t like … at alla lotStep 2 PresentationShow the table in 2b. Ask and answer questions about how these students like or dislike English and Chinese.T: Do you like English, S1? S1: Yes, I like it very much.T: Do you like Chinese? S1: No, I don’t like it at all.T: Do you like English, S2? S2: No, I don’t like it at all.T: Do you like Chinese? S2: Yes, I like it a little.T: Do you like English, S3? S3: No, I don’t like it at all.T: Do you like Chinese? S3: Yes, I like it a lot.T: Can you often help them study Chinese? (指向S1和S2。
仁爱版英语 Unit 2 Topic 3 Section C 教案
Topic 3 Whose cap is it?Section CⅠ.Teaching aims1.Words&phrases: new, classmate, clothes;2.Sentences: He has black hair and black eyes. Is this /Are these…? Yes. It’s /They’re…No. It’s /They are…; Whose …is this/ are these? I think it’s/ they are…Ⅱ. The key points and difficult points1. Key points正确使用be动词：is, are;2. Difficult points能够辨认名词的单复数；能够根据所提供的内容编写短文。
Teaching proceduresStep Ⅰ Greetings and Lead-in1.The teacher greets with students: Hello! Boys and girls. Nice to meet you.2.Walk to one student and ask: Is this your pen? Let the student answer the question; Then walk to next student and point out the same pen, then ask: Is this your pen?3.Point out one student’s object and ask: Whose … is this? Let students answer the question; Then point out some objects of one student and ask: Whose … are these? Let students answer the question.4.Play the tape of the chant and ask students to try to sing it; play the tape again and let students do the actions according to the chant.Step Ⅱ Presentation1.Show the picture of 1b and give students 1 minute to try to describe the two boys first in pairs; Choose some students to describe the two boys.2.Let students read the passage of 1a by themselves; Give students some time to explain the passage by themselves, then let students point out the new words in the passage; Then ask students to underline the description words in the passage; Choose some students to point out the words.3.Let students color the two boys according to the passage; Then read the passageagain by themselves.Step Ⅲ Consolidation1.Show the table of 1b, then let students fill in the table according to the passage of 1a; Choose one students to show the answers;Then give students 1 minute to make short dialogues according to the table; Choose some pairs to show their dialogues.2.Let students describe Kangkang and his classmate based on 1b by themselves; choose some students to describe them.Step Ⅳ Practice1.Show the pictures of Tom and Dick, then let students describe the two boys orally; Then ask students to correct the mistakes they make.2.Let students fill in the blanks and help check the answer. Read all the words.3.Give students 1 minute to read the sentences in 5b and pay attention to the underlined parts; choose some students to read the sentences and then play the tape and let students listen and repeat.Step Ⅴ Summary and Homework1.Let students mix the things together and find out the owners within 2 minutes. Choose some groups to show in front of the whole class.2. Assign homework:Review the words and expressions in Section C; Write a passage about Tom and Dick; Preview Section D—Grammar and Functions;Teaching reflection:语音的学习和应用是一个循序渐进的过程，学生只有靠平时的积累和应用才能掌握读音规则，因此，同学们要善于总结和积累知识，才能把它学好。