Thisismysister精品教案

1、Unit 2This is my sister.Section A 1a-2c教學(xué)設(shè)計(jì)內(nèi)容分析本課是七年級(jí)上冊第二單元的教學(xué)內(nèi)容，是一節(jié)聽說課。話題項(xiàng)目是家庭、朋友與周圍的人，該話題是初中教材中第一次涉及，與學(xué)生的日常生活緊密聯(lián)系，所以學(xué)生有話可說，學(xué)習(xí)興趣濃厚。本單元以介紹家庭成員為話題，以簡單介紹任務(wù)關(guān)系為功能；以話題的 5 個(gè)對話和一個(gè)小語篇微載體，通過介紹照片中的人物，幫助學(xué)生學(xué)會(huì)This/Thatis .,These/those are .以及詢問人物的.分外疑問句。并在此基礎(chǔ)上以聽力的形式拓展鞏固單元重點(diǎn)句型，對單元中的句型做進(jìn)一步的語言輸入，呈現(xiàn)了介紹任務(wù)和辨別人物的語言結(jié)構(gòu)。本

2、單元生詞較多，開始涉及名詞的復(fù)數(shù)形式，對學(xué)生來說有一定的難度。整個(gè)單元都是圍繞照片來談?wù)摻榻B任務(wù)的。由最初的單一的家人稱謂到連貫的句子、對話到篇章，充分體現(xiàn)了教材內(nèi)容的漸進(jìn)性和層次性，在教師的指導(dǎo)下學(xué)生能夠不斷地重復(fù)掌握本單元的生詞和新句型，從而達(dá)到爛熟運(yùn)用所學(xué)內(nèi)容介紹家庭成員的目的。本課是本單元的第一課時(shí)，在整個(gè)單元中起著話題導(dǎo)入的作用，因此課堂任務(wù)應(yīng)側(cè)重培養(yǎng)學(xué)生的語言實(shí)踐能力。學(xué)情分析從教材編排上本單元是在第一單元中學(xué)習(xí)認(rèn)識(shí)朋友之后，接著學(xué)習(xí)用英語認(rèn)知人。而與學(xué)生最熟悉的人是家人，由了解同學(xué)們的名字很自然過度到了解家庭成員的名字，以及對家庭成員的稱呼，對學(xué)生來說比較簡易接受。整體設(shè)計(jì)【教學(xué)

3、目標(biāo)】1. 學(xué)生能掌握本課重點(diǎn)詞匯，即對家庭成員的稱呼的詞匯：Sister, mother, father, parent, they, this, that, these, those 等，并引導(dǎo)的分外疑問句 Who isthat ?以及答語介紹家庭成員，掌握與介紹任務(wù)和辨別人物相關(guān)的核心句型和重點(diǎn)詞匯。2.學(xué)生能夠基本聽懂含有本課重點(diǎn)詞匯和目標(biāo)語言的聽力材料。3.能運(yùn)用所學(xué)詞匯及句型介紹自己的家庭成員?！窘虒W(xué)重難點(diǎn)】重點(diǎn)：掌握家庭成員的表達(dá)即表示任務(wù)稱謂的名詞的讀音與拼寫。學(xué)會(huì)指示代詞、人稱代詞、大凡疑問句并作簡單回答。學(xué)會(huì)介紹自己的家人和朋友，并根據(jù)相關(guān)信息辨別人物。難點(diǎn)：名詞復(fù)數(shù)的正確

4、使用?！菊n時(shí)安排】 1 課時(shí)【課前準(zhǔn)備】課本、錄音機(jī)、視頻材料、多媒體課件、一家全家福照片?！窘虒W(xué)方法】任務(wù)型教學(xué)法、情景教學(xué)法、自主學(xué)習(xí)和合作學(xué)習(xí)相結(jié)合。教學(xué)設(shè)計(jì)教學(xué)過程設(shè)計(jì)【新科導(dǎo)入】Step 1: Lead-inWarm-up and revision1 .Daily greetings to students.Teacher :Hello. What s your name ?Student 1:My name is .2 .Teacher :Is he Eric ?Student 2:Yes, he is.Teacher :Is she Cindy ?Student 2:No, sh

5、e isn t. She s Helen.Teacher :What s his nameStudent 2:His name is Bob3 .Teacher :This is. ( Point at the pictures of figures have learned and let studentsspeak them out.Students :Alice. This is Alice.Teacher :They are .Students :Mike and Tom. They are Mike and Tom.Teacher :That is .Students :Frank.

6、 That is FrankTeacher :They are .Students :Cindy and Dale . They are Cindy and Dale.(設(shè)計(jì)意圖：復(fù)習(xí)前幾個(gè)單元的基本句型，是對所學(xué)知識(shí)的回顧，也是正式 上課前的熱身。讓學(xué)生指認(rèn)班上的同學(xué)并詢問姓名，把學(xué)生的語言交際放在真實(shí)的情境中，可以極大地調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣。通過復(fù)習(xí)已知的人物，引出介紹人物的 句型。)【新知呈現(xiàn)】Step 2: PresentationTeacher :What s this in English ?Students : ( Help students to say )It s a pict

7、ure/photo.Teacher : Yes, this is a picture of a family. Can you see this woman ?This is my mother.( Write thenew word “ mother “on the blackboard. ) She is my mother. Can you see this man ? This is myfather. ( Write the new wordc“kbofaatrhde.r)“ on ththese, parentsHe is my father. These are my paren

8、ts.（Write the new word blackboard.） They are my parents.Explain:名詞可分為可數(shù)名詞和不可數(shù)名詞兩類?？蓴?shù)名詞有單復(fù)數(shù)之分， 變?yōu)閺?fù)數(shù)形式時(shí)，大凡情況是在單數(shù)名詞后加-s,如：pen-pens, parent-parents（ 以此方法將圖片上的grandfather, grandmother, grandparents, brother, sister引出。）（設(shè)計(jì)意圖：利用上一步復(fù)習(xí)的句型，拿出一張全家福，引入到 family 的話題；分別指向相應(yīng)的人物來介紹，引出新的詞匯。在此環(huán)節(jié)的最后，說明可數(shù)名詞單數(shù)變復(fù)數(shù)的基本用法，為后

9、面進(jìn)一步的學(xué)習(xí)埋下伏筆。）1 .Teacher : Now ,please open your books and turn to page 7. Look at 1a. You can see a picture ofDavid s family and ssowmeelewaorrnded just now. Please match the words with the people inthe picture.2 .Check the answers3 .Ask some students to read aloud the words.（設(shè)計(jì)意圖：說到match的時(shí)候用身勢語示范什么

10、是match。學(xué)生完成任務(wù)后在抽學(xué)生朗讀，主要是檢查他們是否掌握了這些詞匯的讀音。）【新知學(xué)習(xí)】Step 3: Listen to 1b.1 .Play the recording for the first time.Students circle the words they hear. Check the answers.2 .Play the recording for the second time. Ask students to pay attention to David s introductionsof the family.3 .Listen again and read

11、 after it.Remind students to pay attention tothe pronunciations andabbreviations.（設(shè)計(jì)意圖：通過聽的方式輸入本課功能句型，學(xué)習(xí)句型，達(dá)成知識(shí)目標(biāo)。跟讀錄音，模仿語音語調(diào)，使學(xué)生說純正的英語）。觀察與思考11 . 聽力1b 中用來指認(rèn)人物的指示代詞有, , .2 .聽力1b 中有一句分外疑問句是.3.1b中哪些be動(dòng)詞的縮寫形式： ,.Step 4: Pair work （ Work on 1c ）1 .Practice the conversation in 1c in pairs2 .Role-play the

12、 conversation。 Take turns to introduce David;s family members.（設(shè)計(jì)意圖：引導(dǎo)學(xué)生運(yùn)用合作學(xué)習(xí)法進(jìn)行初步的語言實(shí)踐，引導(dǎo)學(xué)生在語境中感知模仿語言，培養(yǎng)學(xué)生運(yùn)用語言進(jìn)行交際的能力。）Step 5: CompetitionAskstudentstointroducetheirfamilymemberswithinthreeminutesanddrawtheirfa milypictures. The more, the better. They can use the following target language._ This i

13、s my mother ._ That is my father ._ Who is she ?_ She is my grandmother, the teacher moves around the classroom checking pronunciation andoffering help.（設(shè)計(jì)意圖：這是一個(gè)鞏固性的競賽活動(dòng)，要求學(xué)生能運(yùn)用目標(biāo)語進(jìn)行真實(shí)的交際，使學(xué)生養(yǎng)成優(yōu)良的運(yùn)用英語的習(xí)慣。在英語學(xué)習(xí)的初始階段，一定要鼓勵(lì)與幫助學(xué)生。這將是今后英語學(xué)習(xí)活動(dòng)順利展開的嚴(yán)重保證。）Step 6: Work on 2a and 2bBefore listening1 .Teacher

14、 : Here are two girls. They are talking about the family members. Please listen to therecording of 2a in Section A and circle the family members you hear.First let s read the words in the box together.2.LetstudentstryMotherfathersisterbrotherreading the names inGrandfathergrandmothergrandparentsfrie

15、nd2bandofferhelpifneed（設(shè)計(jì)意圖：在進(jìn)行聽力教學(xué)時(shí)，教師應(yīng)為學(xué)生建立基礎(chǔ)框架，滲透聽力技巧。增加聽前的活動(dòng)可以使學(xué)生熟悉話題，進(jìn)行熱身，激活背景知識(shí)，明確任 務(wù)要求，掃除聽力障礙，使聽力活動(dòng)做到有的放矢。）While listening2 .Then play the recording of 2a twice and finish 2a3 .Check the answers.4 .Listen for the third time and finish 2b,Teacher : Now let s look atotthoeopf hthis family/ 。 We

16、 know this is Jenny family members.（設(shè)計(jì)意圖：此環(huán)節(jié)進(jìn)一步鞏固了本堂課所學(xué)的詞匯和句型。通 過反復(fù)聽讀，可以讓學(xué)生盡快熟悉生詞，學(xué)生將單詞與人物連線，檢查學(xué)生能 否根據(jù)所聽到的內(nèi)容辨認(rèn)圖中的人物。）5 .Listen carefully and fill in the blanks.Li Lan : Cindy, your family photo ?Cindy : Yes, it is. Li Lan.Li Lan : your parents ?Cindy : Yes, they are. my mother, Jenny, and my father,

17、 Tom.Li Lan : Oh, who s she ?Cindy : She s my sister, Mary.Li Lan : Who re they ?Cindy : They re my grandparents, LindBaoabn.dLi Lan : And who s he ?Cindy : He s my brother, Jack.觀察與思考2空格處所填寫均為 詞，是用來的詞。要注意相應(yīng)的代詞與相應(yīng)的 be 動(dòng)詞的搭配使用。Step 7： Pair work ( Work on 2c )1 .Point at the picture and practice with

18、students.Teacher : Please look at the picture again. Who s sheStudents : She s CindyTeacher : Who s he ?Students : He s my father.2 .Practice talking about the photo in 2b in pairs.s she/Teacher:Youcometothishome .Youseeapictureonthewall.Therearemany peopleinthepicture . You want to know who they ar

19、e. Use“he_?_W_hoShe s/ He s .“ to findthem, please.When you finish,roles to do it.Student 1: Who s she ?Student 2: She s Jenny.Student 1: Whos he ?Student 2: Hes John.（設(shè)計(jì)意圖：此環(huán)節(jié)先通過教師與學(xué)生的對話示范，讓學(xué)生清晰教師的意 圖 怎么進(jìn)行對話。然后學(xué)生兩人一組進(jìn)行訓(xùn)練，可以使他們更加簡易并爛熟掌握本課時(shí)的內(nèi)容。）3 .Group workDraw a family tree and introduce the family members according to