七年级英语上册 Module 2《Memy parents and my friends》教案 外研版.doc

MODULE 2 Me, my parents and my friends
Unit 1 I can speak English
Teaching objectives
1. To learn some useful words and phrases about sports.
2. To learn some information of sports in the listening.
3. To ask the students to say something about their favourite sports.
Teaching points
1. The main points: (1) Key words and expressions: parent(s), play basketball, play the piano, play table tennis…
(2) Key structures: I can play football.
I can’t speak Chinese.
Can Tony ride a bike?

Step 3. Look at the pictures. Listen and fill in the blanks
1. Let the students listen to the tape two times.
2. Let them fill in the blanks.
Lingling can play ______ and ______, but she can’t play _______. She can’t ride a ____ but she can ______.
The keys: football, tennis, basketball, horse, swim
Step 4. Listen to the tape and say Yes or No
1. Let the students listen to the tape for the first time.
2. Ask them say Yes or No according to the dialogue.
(1) Betty is from England. ( )
(2) Betty can speak English but she can’t speak Chinese. ( )
(3) Tony is 12 years old. ( )
(4) Tony can play football and ride a horse.( )
(5) Tony can swim. ( )
The keys: (1) No (2) Yes (3) Yes (4) No (5) No
Step 5. Listen again and answer the following questions
1. Listen to the tape again carefully.
2. Answer some questions about Betty and Tony.
(1) Can Betty play football?
(2) Can Betty speak Chinese?
(3) Can Betty play table tennis?
(4) Can Tony play football?
(5) Can Tony ride a horse?
(6) Can Betty speak Chinese?
The keys: (1) Yes, she can. (2) No, she can’t. (3) No, she can’t.
(4) Yes, he can. (5) Yes, he can. (6) No, he can’t.
Step 6. Listen and repeat
1. Play the tape and let the students repeat the phonemes and the words.
2. Ask the students to practice the sounds in pairs.
Step 7. Do some exercises
1. Say some sentences in English and let the students put them in English.
他会打篮球。
她会说英语。
2. Then ask them to change the sentences.
He can play basketball. (变为一般疑问句并作肯定回答)
Can he play basketball? Yes, he can.
She can speak English. (变为否定句)
She can’t speak English.
Homework for this unit:
Write five sentences. Say what you can do and what you can’t do.

Unit 2 These are my parents
Teaching objectives
1. To learn some nouns about places and jobs.
2. To understand texts concerning introduction of jobs.
3. To learn the basic writing skills of capitalization.
Teaching points
1. The main points: (1) Key words and expressions: factory, hotel, university, doctor, worker, manager…
(2) Key structures: My father /mother is a (an)…
2. The difficult point: How to ask and answer someone’s job.
Teaching style: listening, reading and writing.
Teaching aids: some pictures cards, tape recorder, etc.
Teaching procedure
Step 1. Organization of the class
Class, today we are going to know something about your family members. Please tell us what their jobs are.
Step 2. Match the words with the pictures
1. Show some building pictures and people’s pictures. Ask the students to say them in English.
2. Let the students read and understand the words.
3. To match the buildings with the jobs.
Step 3. Work in pairs
What are your parents’ jobs?
1. Let the students ask the question: What’s your father’s /mother’s job?
2. Then write down the answers.
Step 4. Listen to the tape and understand the passage
1. Listen to the tape for the first time and finish the following exercises. (Say T or F.)
(1) Betty’s father is a doctor in a hospital. ( )
(2) Daming’s father is a factory manager. ( )
(3) Tony’s mother is an English teacher in Nanjing. ( )
(4) Lingling’s parents are factory workers. ( )
The keys: 1-4 F T F T
2. Listen to the passage again and answer the following questions.
(1) Where is Betty from?
(2) What’s Betty’s mother’s job?
(3) Is Daming’s mother a doctor or a teacher?
(4) Is Tony from England?
(5) Is Lingling Chinese?
The keys: (1) He is from America. (2) She is a secretary.
(3) A doctor. (4) Yes, he is. (5) Yes, she is.
3. Complete the table on the book.
Step 5. Learn something about full stops and capital letters
1. Write a sentence on the blackboard and ask the students which are capital letters and what is full stop.
2. Do the exercise on the book and tell them the answers.
Step 6. Do some exercises
1. Let the students ask and answer in pairs. The questions are…
What’s your father’s /mother’s name?
What’s your father’s job?
Can he /she speak English?
Can he play baseball?
2. Write down the answers and tell them to your classmates.
Homework for this unit:
Write a short passage about your father or mother.

Unit 3 Language in use
Teaching objectives
1. To summarise and practice the language covered in this module.
2. To review and check vocabulary.
3. To write something about personal information.
Teaching points
1. The main points: (1) Key words and expressions: photo, family, her…
(2) Key structures：My father /mother is a (an)…
He /She /You /They can /can’t…
2. The difficult points: This is…, These are…
Teaching style: revision and application.
Teaching aids: some family photos and pictures cards, etc.
Teaching procedure
Step 1. Organization of the class
Boys and girls, we have learned the language points of this module. In this unit, we will review them.
Step 2. Talk about your family photo
1. Ask the students to show their family photos and introduce their family members to the students. Just like this:
This is my family. These are my parents.
My father is a…and he can…
My mother is a (an)…and she can…
2. The other students can write down the important information.
Step 3. Show some pictures cards and ask what they can do and can’t do
1. The teacher shows one picture and asks what he /she can /can’t do.
2. Ask the students to write down the sentences, then check the answers with a partner.
3. Ask the students to call out their answers to the other students.
Step 4. Match the jobs with the work places
1. Look at the example on the book and let the students do the exercise.
2. After drawing the lines, let them write some sentences with the words.
Just like this:
A factory worker works in a factory. A manager works…
3. Check the sentences with a partner.
Step 5. Give the students some time and let them ask some questions about themselves
1. Call a student to come to the front of the classroom and ask him /her some questions.
What’s your name?
How old are you?
Where are you from?
Can you swim /ride a bike /…？
2. Ask the students to work in pairs. Then make a dialogue.
3. Let some pairs come to the front and act it out.
Homework for this unit:
Write a short passage about one of your classmates.