仁爱版英语七年级上册Unit3 topic2复习 教案设计

Unit3 Topic2 SectionD 教学设计I. Material analysis本课是话题二的最后一个课时，主要活动是Grammar和Functions。

引导学生复习构词法、实义动词一般现在时的特殊疑问句及其回答，以及通过对话、听力训练、阅读训练、综合探究等活动复习和巩固Sections A~C学习的打招呼、询问职业、家庭成员、工作场所等信息的表达方式。

另外，学生将在学完本话题后，学会自行总结和归纳构词法的规律以及实义动词一般现在时的特殊疑问句及其回答，学会在实际的句子中发现语法错误并改正错误，同时还将锻炼他们听并判断、听再填空、读前猜测、读后总结的能力，提高他们用所学的词汇、句型、功能、话题进行综合探究活动的能力。

此外，在project的综合探究活动中，借助全家福，让学生以实践体验等方式来综合运用本话题所学知识，学会用英语做事情。

II. Teaching aims1. Knowledge aims能根据已学语音、音标及发音规则，正确朗读下列词汇并在实际的对话操练中加以应用：cute, play, its, love能根据本话题已学知识，自行总结和归纳构词法、实义动词一般现在时的特殊疑问句及其回答：teach—teach er, act—act or在教师的帮助与指引下，通过对话操练、听力训练、阅读训练、综合探究等活动复习和巩固有关打招呼、询问职业、家庭成员、工作场所等信息的表达方式，如：（1）—Glad to meet you.—Glad to meet you, too.（2）—What does your father do?—He is a doctor.（3）—Where does he work?—He works in a hospital.（4）—Who is the man in yellow?—He is my uncle.2. Skill aims能听懂有关询问职业、家庭成员等简单对话或叙述并完成相应的任务；能根据图文就职业、工作场所、家庭成员等基本情况的话题进行交流；能够在图片的帮助下进行阅读，理解大意、细节等，并按要求进行语言活动；能根据提示书面介绍自己或同伴的家庭成员的工作情况。

仁爱（科普版）英语七上《Unit 3 What does your mother do Topic 2》教学设计7一. 教材分析教材为仁爱（科普版）英语七上《Unit 3 What does your mother do Topic 2》，本节课主要讨论职业和家庭成员的职业。

通过本节课的学习，学生能够掌握相关词汇和句型，并能够运用所学进行日常交流。

二. 学情分析学生已经掌握了基本的日常英语交流，对于家庭成员和职业有一定的了解。

但部分学生可能在词汇和语法上存在困难，需要教师的引导和帮助。

三. 教学目标1.学生能够掌握相关词汇和句型，如：teacher, doctor, farmer等职业词汇以及“What does your mother do?”和“She is a teacher.”等句型。

2.学生能够运用所学进行日常交流，如询问和介绍家庭成员的职业。

3.学生能够提高英语听力、口语和表达能力。

四. 教学重难点1.词汇：teacher, doctor, farmer等职业词汇。

2.句型：What does your mother do? 和 She is a teacher.3.语法：一般现在时的运用。

五. 教学方法采用交际法、任务型教学法和情境教学法，通过设定情境、任务和互动交流，引导学生主动参与学习，提高学生的听说能力和交际能力。

六. 教学准备1.教学PPT2.词汇卡片3.录音机和录音带4.相关职业的图片或实物七. 教学过程1.导入（5分钟）利用图片或实物展示不同的职业，如老师、医生、农民等，引导学生猜测这些职业的英文表达。

2.呈现（10分钟）展示PPT，呈现本节课的主要词汇和句型，如：teacher, doctor, farmer等职业词汇以及“What does your mother do?”和“She is a teacher.”等句型。

同时，进行简单的一般现在时的讲解。

3.操练（10分钟）分组进行角色扮演，模拟日常生活中的场景，运用所学词汇和句型进行交流。

Topic 2 What does your mother do?Section AThe main activities are 1, 2a and 3a. 本课重点活动是1，2a和3a。

Ⅰ. Teaching aims and demands 教学目标1.(1) Learn some words about jobs:doctor, worker, driver, farmer, cook, nurse(2) Learn some other useful words and expressions:kid, glad, seat, have a seat, mother, father, parent, office2. (1)Talk about jobs:①—What does your mother do?—She is a teacher.②—What do your parents do?—They are both office workers.(2)Talk about greetings and introductions:①—Glad to meet you.—Glad to meet you, too.②Maria, this is my mom.Ⅱ. Teaching aids 教具人称代词卡片/小黑板/单词卡/教学挂图/录音机/幻灯片/教学卡片Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间:10分钟)1. (教师拿出人称代词卡片，随意抽出一张呈现给大家，让学生一个接一个地用老师呈现的不同人称代词灵活地说一个句子，要快速完成。

)Example:T: meS1: He often helps me.T: theyS2: They are teachers.…2. (教师利用单词卡教学kid, glad和seat。

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.。

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。

☆Teaching DesignUnit 3 Getting TogetherTopic 2 What does your mother do?Section AI. Teaching books Project English--- Unit3 Topic1 Section A.II. Teaching tools tape recorder, small blackboardIII. Teaching methodsTeaching as a whole, visual and situational method, and team cooperation.IV. Teaching aims and demands1. Learn words and sentence patterns about occupations.2. T alk about inviting and welcoming guests.3. Learn expressions about family members.V. Teaching ProceduresStep 1: Organization and review:1. Ask and answer, review Topic 1.1) Do you often speak English after class?2) Do you like English?3) Do you have a pet?4) Could you please tell me something about your pets?2. Creat a situation and lead to the new lesson.It's Kangkang's birthday today. He will invite some friends to his home. Would you like to go with me?3. T ask presentation.Step 2: Presentation:1. Check the preparation.1) My _____(父母) are both teachers.2) Tom's father is in the teachers' ______(办公室).3) I'm very g______ to see you here.4) The man is a d______ and the woman is a n______. Theyboth work(工作) in the hospital(医院).5) A f_____ works on a farm(农场).6) - _____ _____ _____, please.(请坐) - Thank you.7) - Tom is a nice k____. - Are you kidding? (你在开玩笑？）2. Listen to 1a and answer the following questions:1) Where are the kids?2) Who is talking with the kids?3. Listen to 1a again and follow. Imitating the pronunciation and intonation.4. Practice themselves. Make similar conversations in groups and act them out .5. Ask and answer. Lead to the new sentence pattern " What do/does ... do?" and the corresponding answers.What do I do? I am a teacher. What do you do?Write down the sentence pattern " What do/does ... do?" on the blackboard and explain its usage. Ask students to master it.Step 3: Consolidation and Practice1. Listen to 2a and answer the following questions:1) What does Kangkang's mother do?2) What do Michael's parents do?2. Follow the tape. Read 2a. And then fill in the blanks in 2b.3. Wok in groups. Make similar conversations and act them out.4. Look at the pictures in 3a. Try to make a conversation like the example in pairs. Some pairs have a show. Then listen to 3a and follow.5. Work in pairs. Let students use the example in 3b to practice conversations in pairs.Step 4: ProjectMake a survey. Complete the following table about the occupations of the group members' parents. Then let students pick a table and ask students of other groups to guess like this:A:They are ...'s parents. Guess! What do they do?B:Is his father a ... ? A:No, he isn't.B:What does he do? A:He is a ...Step5: Homework:1. Workbook, Section A.2. Review Section A and Preview Section B.VI. Teaching Introspection：Section BI. Teaching books Project English--- Unit3 Topic2 Section B.II. Teaching tools tape recorder, small blackboardIII. Teaching aims and demands1. Learn the sentence patterns about inquiring workplaces.2. Go on learning the expressions about occupations.IV. Teaching ProceduresStep 1: Organization and review:1. T ask presentation.2. Play a guessing game. Review the words and sentencepatterns about occupations in Sections A.Step 2: Presentation:1. Ask and answer according to the real situations. Master thenew word "work".I'm a teacher. What do you do? I work in a shool. Where do you study?2. Write down "Where do you study?" . Help them answer "Istudy in a school." and write down it, too.3. Read and master the new sentence patterns.4. Check the preparation. Match the occupations with the workplaces.A: farmer office worker student driverteacher doctor nurse cookB: hospital office school kitchen(厨房) farm bus Step 3: Consolidation and Practice1. Listen to 1a and answer the following questions:1) What does the man do?2) Where does he work?2. Listen to 1a again and follow it by imitating the pronunciation and intonation.3. Act 1a out in pairs.4. Read the example in 1b, then work in pairs to practice after the example. Choose several pairs to act it out according to the pictures.5. Listen to 3. Check the answer.6. Describe the four persons in the table using the information in 3. David works in Beijing. He is a doctor.7. Discuss in pairs and finish 2.8. Learn the word formation. Write down several pairs of words and let students find out the rules.work -- worker teach -- teacher drive -- driver ...9. Help students summarize the expressions about jobs and workplaces.10. Exercise:Lucy is a student. She studies _____ _____ _____. Her father is a doctor. He works _____ _____ ______. Her mother isa _______. She teaches in a high school. Lucy's grandfather(祖父) is a farmer. He works ____ _____ ____. What ____ Lucy's aunt ______? She is a nurse. She works with Lucy's father. Lucy has a uncle. He is an office worker. _____ does he work? He works in Beijing.Step 4: ProjectMake a survey. Let students survey the jobs and workplaces ofother students' parents. Finish the following table and make a report to the class.1. Workbook, Section B.2. Review Section B and Preview Section C.V. Teaching Introspection：Section CI. Teaching books Project English--- Unit3 Topic2 Section C. II. Teaching tools tape recorder, small blackboardIII. Teaching aims and demands1. Learn how to draw a family tree and describe it in English.2. Learn how to talk about family members.IV. Teaching ProceduresStep 1: Organization and review:1. Listen and learn to sing the chant in 3. Lead to family members.3. T ask presentation.Step 2: Presentation:1. Look at the photo in 1a and fill in the blanks in the following passage. Check the preparation.Look! This is a photo ____ Kangkang's _____. The youngman ____ a green T-shirt is his _____, his father's _______. The young woman in yellow is his ______. They have a _____. The young woman in red and the man in black are his ______.Kangkang, his ______ and his _______ are on the _____.Kangkang has a _____ family.2. According to the photo, ask and answer.1) Who is the young woman in yellow?2) Who is the little girl?3) Who are they on the sofa?4) Which one is Kangkang's mother?Step 3: Consolidation and Practice1. Listen to 1a and follow. Pay attention to the pronunciation and mark the intonation.2. Read and Check their pronunciation and intonation.3. Act 1a out in pairs.4. Finish 1b as quickly as they can. Then read it.5.Teach how to draw the family tree in English. Draw a family tree on the blackboard while talking to the students.6. Help Kangkang finish hi family tree according to the example written on the blackboard. Then make up dialogs in pairs after the example in 1c.7. Introduce Kangkang's family members to others in their groups according to the family tree.Step 4: ProjectDraw their own family trees, then write a passage to introduce their family members.Step5: Homework:1. Workbook, Section C.2. Review Section A, B and C. Preview Section D.V. Teaching Introspection：Section DI. Teaching books Project English--- Unit3 Topic2 Section D. II. Teaching tools tape recorder, small blackboardIII. Teaching aims and demands1. Learn the pronunciation rules of the consonants: /m/, /n/, / /, /l/.2. Enable students to read the short article about family, grasp the main idea, and write similar articles by themselves.3. Review how to inquire about others' occupations and workplaces, and how to respond to such inquiries.IV. Teaching ProceduresStep 1: Organization and review:1. Look at the family tree in 1c, Section C. Ask and answer to review the sentence patterns about family members, occupations and workplaces.T2. ask presentation.Step 2: Presentation:1. Listen to 2a and answer the following questions:1) How old is Peter?2) What does his mother do?3) Where does his father work?4) Is his little sister a student?5) Do his parents live with him?Step 3: Consolidation and Practice1. Practice in pairs. Finish the questions in 2b.2. Listen 2a again and follow, imitating the pronunciation and intonation.3. Mark the key words in 2a together, then retell the text according to them.4. Listen to 3 and mark True or False.5. Sum up the language points in this topic. Listen 4a and 4bafter the tape.6. Go over the consonants in the last topic. Write down somewords with the phonetic symbol /m/ on the blackboard, and write "m" with colored chalks. Let students read and conclude "m - /m/".Then teach /n/, / / and /l/ in the same way. Then Listen and read after the tape.Step 4: Project1. Give a passage about Tom's family. Let students draw a familytree for him.I have a friend, his name is Tom. He is 13 years old. He is tall.He is in a black coat and blue pants. He is a student in our school.Tom's father is 35 years old. He is strong. He is in a white T-shirt.He is an officer in Beijing. Tom's mother is beautiful. She is 35years old, too. She teaches English in our school. Their family isnot big, but they are happy.2. Finish the table in 5 according to the last passage. Then writea passage to introduce Tom's family members.Step5: Homework:1. Workbook, Section D.2. Review the whole section, prepare form the test.V. Teaching Introspection：。

Unit3 Topic2 SectionA 教学设计I. Material analysis本课是第二个话题的第一课，通过Kangkang等几个小朋友的对话，学习有关不同职业的词汇和打招呼、询问职业等信息的表达方式，以及实义动词第三人称单数的特殊疑问句及其答复。

另外，在语音板块还将学习和总结字母组合ow, oy, ear, ure, tr, dr等的音标及发音规律，同时结合发音规律尝试拼读新单词。

II. Teaching aims1. Knowledge aims能根据已学语音、音标及发音规那么，正确朗读以下词汇并在实际的对话操练中加以应用：home, kid, glad, mother, father, doctor, parent, office, worker, driver, farmer, cook, nurse;通过拼读已学单词学习和总结字母组合ow, oy, ear, ure, tr, dr等的音标及发音规律：/Ý/，/</，/> /，/?/，/ý/，/tr/，/dr/，结合发音规律尝试拼读新单词；能正确运用实义动词一般现在时的特殊疑问句及其答复；能运用本课所学的打招呼、询问职业等交际功能的根本表达进展交流，如：〔1〕—Glad to meet you! —Glad to meet you, too.〔2〕—What does your mother do? —She is a teacher.2. Skill aims能听懂有关询问职业的简单对话或表达并完成相应的任务；能根据图文就询问职业的话题进展交流；能正确朗读对话，注意语音语调；能根据字母组合和音标初步地进展单词拼读；能写出询问和答复对方职业的简单句。

3. Emotional aims在学习过程中，通过谈论家庭成员及工作情况，学会热爱生活和关心他人。

III. The key points and difficult points1.通过拼读已学单词，学习和总结字母组合ow, oy, ear, ure, tr, dr等的音标及发音规律：/ Ý /，/</，/> /，/?/，/ý/，/tr/，/dr/ 并结合发音规律尝试拼读新单词。

Unit 3 Topic 2 知识梳理一．重点单词office(n.)——officer(n.) teach(v.)——teacher(n.)worker(n.)——work(v.) act(v.)——actor(n.)driver(n.)——drive(v.) teacher(n.)——student（对应词）farm(n.)——farmer(n.) doctor(n.)——nurse（对应词）cook(n.)——cook(n.)二．词组Section A1.be home 到家2.be glad to do sth. 很高兴做某事3.an actor / actress 男/女演员4. a cook 厨师5.an office worker 办公室职员，白领Section B1.show sb. sth. = show sth. to sb. 把某物给某人看2.in a hospital 住院3.in hospital 在医院4.in a restaurant 在餐馆5.in a school 在学校6.on a farm 在农场7.in an office 在办公室8.teach English 教英语9.drive a bus 开公交车Section C1.the young woman in yellow 穿黄衣服的年轻女士2. a photo of my family 我家的全家照3.on the sofa 在长沙发上4.family tree 家谱Section D1.my little sister 我的小妹2. a student in Grade Seven 一个七年级的学生3. a happy family 一个快乐的家庭4.live in sp. 住在某地5.live with sb. 与某人住在一起6.teach in a high school 在中学教书7.like doing sth. / like to do sth. 喜欢做…...8.play with sth./sb. 和….玩9.its color 它的颜色三．知识点解析Section A1. Mom,I'm home.妈妈，我到家了。

知识点播马村乡初级中学教学案（七）年级科目（英语）课题:Unit3 Topic2 SectionC课型: 新授课时间: 班级:七年级（一）、预习导学翻译下面的短语和句子1、这是一张我家庭的照片。

2、穿红色衣服的那个妇女是谁？3、穿蓝色T恤衫的那个男人是你叔叔吗？4、一张康康家庭的照片5、沙发上的人是谁？6、他们有一个女儿7、康康有一个大家庭8、康康的家谱9、穿黑色衣服的男人是谁？（二）齐读上面的句子（三）导课：Do you want to know Kangkang’s family?二、知识点播1、a photo of 意为“什么的照片”，2、on the sofa 在沙发上3、family (1)指一个家庭时是可数名词单数，复数形式是families.如：My family is a big family 我的家庭是一个大家庭。

三、合作交流1、听录音填空Kangkang’s mother is i a red T-shirt. His u is in ag T-shirt . The woman in yellow is his a . His grandparents and his c are on the sofa. Kangkang h a big family.2、读1a 填空3、完成康康的家谱，然后仿照例句编对话四、达标测试（一）根据要求完成句子。

1、The woman works in an office.(对划线部分提问)does the woman ？2、He is Lisa’s grandfather. She is Lisa’s grandmother.(合并为一句)They are .3、The boy is Lily’s brother. （同义句转换）Lily is .4、The man on the sofa is Tom’s grandfather.(对划线部分提问)Tom’s grandfather?五、课堂小结：先学生自己总结所学到的知识，然后师生共同总结。

Unit3Getting TogetherTopic2What does your mother do?知识点梳理（一）单词1.职业名称teach(教)→teacher(教师)work（工作）→worker(工人)drive(驾驶)→driver(司机)farm(农场)→farmer(农民)act(表演)→actor演员2.对应词:teacher老师—student学生nurse护士—doctor医生waiter男服务员—waitress女服务员salesman男售货员—salesgirl女售货员3.家庭成员grandfather--grandmother grandpa--grandma father--motherdad--mum uncle---aunt son---daughter brother---sistercousin（二）词组1.工作场所:in a school在学校in a hospital在医院in an office在办公室in a shop/store在商店on a farm在农场at home在家2.be home到家3.a photo of my family一张我家的相片4.the young woman in yellow穿黄衣服的年轻女士5.on the sofa在沙发上6.a happy family幸福的家7.a student in Grade Seven一名七年级的学生8.live in…居住在9.live with…和……住在一起10.look after…照顾……;保管……（三）句型:1.I'm home.我回来了2.What a nice place!多漂亮的一个地方!3.There are five people in my family.我家有五口人。

There be…“有……”，表示“某处有某人/物”，be动词的单复数形式根据所跟名词的单复数一致；people单复数同形。

Unit 2 Looking different Topic3 Whose jacket is this第一课时SectionA一.目标语言 Target language（1）重点单词和短语 Words expressionsWhose,his,hers,ours,theirs,yours,mine,then（3）Key sentences—Whose …is it/are these/those…?—It’s (not) mine/hers/yours/these/those are (not)……（3）Teaching important point1 学习物主代词，初步了解名词所有格2 学习谈论物品的所属3 复习名词的复数形式（4）Teaching difficult point1 如何使用名词性物主代词替换掉形容词性物主代词+名词的组合2 then的用法3 如何回答Whose引导的特殊疑问句4 名词单复数形式的变化二.教学呈现Teaching proceduresStep1:Greating（2分钟）Step2:Leading（2分钟）T：I find a pen in my bag. It’s red.It’s not my pen. It’s not mine. Then whose pen is it?—Is it your pen Marssar?—No. It’s not my pen.—Is it yours, Cline?—No. It’s my pen.—Ok.Do you want to find the owner of this pen?—Yes.—Then,let’s study our new topic. “Whose jacket is this?”Step3:Studying the new words（6分钟）1Turn to page 1262Leading the students to read the new words3Pay attention to these words: whose, then, hers, ours, theirs, yours, babyStep4 Preside ting （27分钟）1 拿出属于自己的一件或多件物品，进行师生问答。

仁爱版英语七年级上册Unit 3 Topic 2《What do your mother do》说课稿一. 教材分析《仁爱版英语七年级上册Unit 3 Topic 2 What does your mother do?》是一篇以家庭成员职业为主题的语言材料。

通过本节课的学习，学生可以掌握一般现在时的特殊疑问句和回答，能够用英语简单介绍自己家庭成员的职业。

教材内容贴近学生生活，有利于激发学生的学习兴趣，培养学生的语言运用能力。

二. 学情分析七年级的学生已经掌握了部分英语基础知识，对一般现在时有一定的了解。

但部分学生英语基础薄弱，听说能力较差，对家庭成员的职业词汇掌握不够。

因此，在教学过程中，需要关注学生的个体差异，尽量让每个学生都能参与到课堂活动中来。

三. 说教学目标1.知识目标：学生能够掌握一般现在时的特殊疑问句和回答，学会用英语介绍自己家庭成员的职业。

2.能力目标：学生能够听懂、会说、会读本节课的核心词汇和句型，提高学生的英语表达能力。

3.情感目标：通过本节课的学习，学生能够学会关爱家人，尊重他人的职业选择。

四. 说教学重难点1.教学重点：一般现在时的特殊疑问句和回答，家庭成员的职业词汇。

2.教学难点：一般现在时的特殊疑问句和回答的运用，学生能够在实际情景中灵活运用所学知识。

五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中，学会运用所学知识。

2.教学手段：利用多媒体课件、图片、卡片等辅助教学，激发学生的学习兴趣，提高课堂效果。

六. 说教学过程1.导入：通过播放歌曲《What does your mother do?》，引导学生进入话题，激发学生的学习兴趣。

2.展示：展示家庭成员的职业图片，让学生用英语说出图片中的职业。

3.教学：讲解一般现在时的特殊疑问句和回答，让学生进行实践操练。

4.练习：分组进行角色扮演，让学生在实际情景中运用所学知识。

5.巩固：通过游戏、竞赛等形式，巩固所学知识。

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 tellwho is 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 classand work 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.。