七年级上册Unit2ThisismysisterUnit2SectionB阅读竞.docx

或8"1%击免高奴中学、NCHONG HIGH SCHOOL OF SICHU*、南充高级中学青年教师竞教比赛任课教师:指导教师:所在科室:杜清清冻春燕嘉陵校区初中英语组Teaching PlanDu Qingqing (杜清清)BackgroundInformationTarget StudentsStudents of Grade 7Type of LessonReading ClassLesson Duration40 minutesTeaching AidsComputer, PPTTeachingContentsReading MaterialThis is my sister. (Period 4 Section B 2a-2c)TeachingObjectivesLanguageAbilityDuring the lesson, the students should be able to:1. use skimming and scanning reading skills to get the information;2. describe the family members in the photo;CulturalAwareness1. be aware of the relationship of family members;2. enhance feelings for family members.ThinkingQuality1. revisit the relationship between family members;2. think critically about the position of pets in the family.LearningAbility1. dig deeper meaning from the text through reflection;2. use relationship diagrams to describe relationships between characters.PersonalObjectivesDuring the lesson, the teacher should be able to:1. give clear and effective instructions;2. involve as many students as possible to participate in the activities.FocalPoints1. Students use reading skills of skimming and scanning reading to finish different tasks;2. Students can be aware of the relationship of family members.DifficultPoints1. Students can describe the family members in the photo;2. Students can find key information by skimming and scanning reading.TeachingMethodCommunicative language teachingTeaching StagesTeaching DetailsDesign Purposes1. Review(8 mins)Show pictures of Xiao Xin and her family (8)The teacher shows the pictures Xiao Xin and asks students "Who is he?” and then uses Xiao Xin's families pictures tohelp students to review the key sentence patterns.- Who is he?- He's/ He is.- Who is she?- She's/ She is.- Who arc they?- They're/ They are.>Students can consolidate the previously learned words and sentence patterns through the reproduction of pictures and the use of sentence patterns. And have a clearer understanding of the connections between family members by analyzing the family tree.leaching Procedures2. Lead-in(3 mins)Show Jenny5s family photos (3)The teacher introduces the sentence pattern "Here is/are." through the display of two family photos of Jenny, and further explained "a photo of Jenny's family'' to help students understand the use of the preposition "of.>To arouse students* interest in the content of the article through viewing Jenny's family photos. In addition, the students* "viewing" language ability is practiced by observing pictures.3. Pre-reading(2 mins)Viewing (2，)The teacher asks questions about the information in the picture to arouse students, thinking.-How many people in this photo?-Four.-Who are they?-Jenny's grandparents?parents?>To arouse students* interest in the content of the article through viewing. And help students understand the content of the article by analyzing pictures.Activityl. Skimming (2)Students read the second part of this passage to answer the question.-Are they Jenny's grandparents or parents?-Yes, they are.>Students practice using the reading skill of skimming to quickly get the key information to answer the question.Activity!. Scanning (2)Students read the article again and find Jenny's grandparents and parents' names.>Students practice using the reading skill of scanning to quickly get the key information of this article.leaching Procedures4. While-reading(10 mins)Viewing )The teacher asks questions about the information in the picture to arouse studenls, thinking.-How many people in this photo?-Four.-Who are they?-Jenny's brothers? sisters? cousins?>To arouse students' interest in the content of the article through viewing. And help students understand the content of the article by analyzing pictures.-What else can you see in the photo?-A dog.>Studcnts practice using the reading skill of skimming to quickly get the key information toActivity3. Skimming (2)Students read the second part of this passage to answer the question.-Are they Jenny's brothers, sister or cousin?-Yes, they are.Activity4. Scanning (2)Students read the article again and find Jenny's brothers, sister and cousin's names.answer the question.>Students practice using the reading skill of scanning to quickly get the key information of this article.5. Post-reading(15 mins)Activity5. Retelling (5')Students retell the content of the article based on Jenny's family tree and two family photos.The teacher asks two questions to check students' understanding of the passage and students think critically about the position of pets in the family.Activity6. Titling (3)Students think about this passage and give the passage another title.My Happy FamilyJenny's Family PhotosMy Wonderful FamiliesActivity?. Presentation (5)Students give a presentation and introduce their family photo based on the structure of this passage.Playing a video(29)The teacher plays a short video to show Xiao Xin's family's affection>Through oral output, to ensure that students have a con cct understanding of the content of the article, and to further improve students1 or ability. Through answering questions, further improve student's affection on pets.>Through titling the passa0 to help students have a deep understanding about this passage.>Studcnts, speaking ability can be developed through making a presentation of the own family photo.>Students can enhance feelings for family memberj and rethink the positions of their pets in the family.with each other.6. Summary&assignment(2 mins)Assignment (2)1. Write a description of your family based on the photo.2. Preview for Unit3 1 a-2d.>Students are encouraged to cultivate their writing skills and develop the learning ability of previewing.板书设计:Unit 2 This is my sister.Section B(2a-2c)Who*s he?He*s/He is.Who*s she?She's/She is.（?） （ ?）fetherJenny's Family W 1noM(I")(AUnr)brother , (Bob)Ibrother(Sric)fitter (Qf)cousin(Coco)a photo of Jenny's family in the first picture in the next picture Coco is in my family, too.