1
Book 1 Module 2 My Family
一、 教学内容：Unit2 These are my parents
二、 课型：Reading and writing
三、 教学目标：
1.To read the passage aloud and find specific information about people
2.To learn some key words and useful expressions
3.To write personal information using punctuation (capital letters and full stops) correctly
四、 教学重难点：
1、能阅读和介绍人物职业和工作地点的简短文章。
2、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、能运用指示代词和名词所有格，运用人称代词的主格形式和形容词性物主代词。
五、 教学准备：
课堂整体运用任务型教学模式以及阅读课“四个阶段”教学模式。本课指导学生通过阅读获取信
息，培养学生阅读技能。在教学过程中，采用多媒体手段辅助教学，利用各种图片和习题任务贯
穿整个教学过程。因此，本节课需准备：PPT 课件、挂图、录音机、课堂练习表格、奖品.
六、 预习要求：
根据音标自学本课新单词；
七、 教学过程：
教学
步骤
教师活动 学生活动 设计意图
Step One
Warming-
up (5’)
1.Lead in
Look and say :
Look at a picture and say:
Who’s this?
This is …
What’s your father’s /
mother’ job ?
He/She is …
2．Work in pairs
Ask the students to make
dialogues with partners
according to activity 6 .
1.What’s your father’s
name?
2 What’s your father’s job?
3 What’s your mother’s
name?
4 What’s your mother’s job?
Look at a picture and answer
the questions according to the
picture .
Make dialogues with their
partners according to the
activity 6 .
1 What’s your father’s name?
2 What’s your father’s job?
3 What’s your mother’s name?
4 What’s your mother’s job?
通过看图片回
答问题，引导学
生回顾上节课
的内容并引入
这一课的相关
内容。
通 过 这 个 环
节，.能从说句
子中考验学生
对知识的掌握
程度，还训练了
学生的反应。并
在无形中培养
学生大胆说英
语的习惯。
Step Two
1、Label the places in the
pictures with the words and
expressions from the box .
2 、 Label the people in
1、 Label the places in the
pictures with the words
and expressions from the
box . Then check .
引导学生标注
课文图片中的
工作地点和职
业,在学习新单
2
Pre-
reading
(5’)
Activity 1 with the words and
expression from the box.
（activity 2）
2、 Label the people in
Activity 1 and then check
.
词的同时还能
通过图片让学
生进一步了解
相关职业。为学
生扫清阅读障
碍。
1. Scanning
(1)Ask students to scan
the passage and write the
letters of the pictures in
Activity 1.
2. Skimming
Ask students to skim the
passage and complete the
table in Activity 4.
3.Careful reading.
(1)Paragraph 1.2
①Choose the best answers
T: Please read paragraph1.2
and choose the best answers in
groups.
1.Scan the passage and write
the letters of the pictures in
Activity 1.
2.Skim the passage and
complete the table in Activity
4.
①Read paragraph1 a nd choose
the best answers in groups.
1) Betty is from ______.
A. America B. England C. China
2) Betty’s mother works at a _.
A. hotel B. school C. theatre
3) Daming’s father is ________.
A. a nurse B. a policeman C. an actor
②Organize some students to
come to the blackboard and
show out some difficult
language points that they
found in these paragraphs.
(2)Paragraph 3-4:
① Read paragraph 3-4 and
check the true sentences .
② Some students come to the
blackboard and show out some
difficult language points
that they found in these
paragraphs.
① Students check the true
sentences about paragraph 3-4
also correct the wrong
sentences
Step
Three
While-
reading
(18’)
1. Tony is from England.
2. Tony’s mother teaches Chinese at a school.
3. Lingling’s mother works at a but station.
要求学生快速
阅文章，完成相
关任务，帮助学
生理解课文内
容。
通过学生快速
阅读，培养学生
获取主旨的能
力。并进一步理
解文章的内容，
为进一步学习
做好铺垫。
让学生带着任
务（问题）去阅
读课文，去找答
案，有助于学生
更加准确地获
取信息，提高阅
读效果和技能。
学生通过分层
次阅读文章，获
取具体信息，把
知识点和课文
理解在分段学
习得以突破。
3
②Organize some students to
come to the blackboard and
show out some difficult
language points that they
found in these paragraphs .
② Some students come to the
blackboard and show out some
difficult language points
that they found in these
paragraphs .
Step Four
Post-
reading
(10’)
1. Organize the Ss t o
introduce Betty, Daming, Tony
and Lingling with the
information in the table in
Activity 4.
2. Activity 6: Have the Ss to
work i n pa irs, asking and
answering the questions.
3. Writing（Activity 5）
①Look at the sentences and
underline capital letters and
full stops .
②Ask some students to show
out their answers .
③explain the use of capital
letters and full stops .
1. Introduce Betty, Daming,
Tony and Lingling with the
information in the table in
Activity 4 one by one.
2. Asking and answering the
questions in pairs in Activity
6. Then introduce their
partner’s father and mother.
3. Show out their answers
and ta ke a note.
通过完成课后
练习加强对刚
学课文内容的
巩固同时也学
习了大写字母
和句号的用法。
Step Five
Summary
（1’）
1.Get the students to
sum up the language points.
T: What have we learned today?
Ss:……
2. Let the students to choose
the best team in this lesson.
1.Sum up the language points.
2.To choose the best groups.
引导学生对这
节课的总结，让
学生做自由发
言，培养学生自
主学习，自主总
结的良好学习
习惯。
简短的评价使
学生的课堂表
现得到肯定并
且可以激励学
生的学习兴趣，
树立学习英语
的信心。
Step Six
Home-
work
（1’）
Write down your family (30-50
字).
a big/ small family, there
are, people, grandma,
grandpa, mother, father,
uncle, aunt, sister, brother,
cousin, job, worker, teacher.
Finish the homework and review
the new words and expressions
.
课后作业有助
于学 生巩固已
学的知识，写作
是阅读的拓展，
让学生最终掌
握语言，实践运
用语言。
八、 板书设计：
Module2 My Family 小组评价
4
Unit 2 These are my parents T1 T2 T3
Work in pairs.
This is …
She/He is from …
My mother is…
My father’s job is …
She/He works at …
达标训练题
一、根据句意写单词。
1. Dad’s mum is a nurse. She’s at a _______.
2. My dad is a ______. He works at a school.
3. Daming’s uncle is a manager. He works in a ____.
4. Linda is my mother’s sister, she is my ____.
5. My father is a _________. His job is at a police station.
二、用所给单词的适当形式填空。
1. The re ____ (be) 30 students in my class.
2. We see many ______ (doctor) in the hospital.
3. How many ______ (person) are there in your family?
4. He is Tom. Give ____ (he) the English book.
5. This is ______ (Betty) family picture.
三、句型转换。
1. There are 5 people in my family.（变为一般疑问句并作肯定回答）
__ ___ 5 people in your family ?
Yes, there is.
2. These are Betty’s grandparents.（就划线部分提问）
______ grandparents are these?
3. He is a doctor.（用 a teacher 改为选择疑问句）
__ he a doctor __ __ _______?
4. Thank you for your help.（改为同义句）
Thank you for _______ ___.
5. Is this your grandmother?（作肯定回答）
Yes, _ __.
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