人教版英語七年級上冊教案Unit2 SectionA1a2d

1、Unit2 SectionA（1a-2d） 教案【教材版本與冊數(shù)】新目標(biāo)人教版七年級上冊 【單元名稱】 Unit 2 This is my sister.【課時】Section A 1a-2d （第1、2課時）【課型】Listening and Speaking（聽說課）教材分析【本單元話題】本單元圍繞“家庭成員”這一主題展開聽、說、讀、寫等多種教學(xué)活動，使學(xué)生學(xué)會詢問家庭成員的稱呼，掌握家庭成員的關(guān)系?！颈締卧攸c掌握目標(biāo)】主要學(xué)習(xí)用英語介紹家人和朋友，通過本單元的學(xué)習(xí)學(xué)生應(yīng)該掌握對家庭成員的稱呼；通過談?wù)摗凹彝ァ钡脑掝}，使學(xué)生學(xué)會并掌握“介紹人物、識別人物”的基本句型，進一步體會一般疑問句

2、的用法，學(xué)會運用指示代詞介紹人物，學(xué)會運用人稱代詞詢問人物。【教材內(nèi)容拆分分析】Section A能夠用英語向朋友介紹自己的家人，從而讓他們了解自己的家庭。【通過本單元的學(xué)習(xí)學(xué)生需掌握哪些綜合技能】通過本單元的學(xué)習(xí)使學(xué)生學(xué)會談?wù)撟约合埠玫膶W(xué)科或自己喜好的其它事情并給出理由；學(xué)會說出一周的七天；學(xué)會合理地安排自己的作息時間。教學(xué)目標(biāo)1. 語言知識目標(biāo)：1) 能掌握對家庭成員的稱呼的詞匯及指示代詞：sister, father, mother, grandfather, grandmother, brother, parent (s),grandparent (s), who, they, thi

3、s, that, these, those 2）能掌握以下句型： This/That is his sister. These/Those are his parents. Whos she? Shes my sister. Is this/that your sister? Yes, she is./No, she isnt. Are these/those your parents? Yes, they are. /No, they arent. 3) 掌握指示代詞this, that, these, those及它們所構(gòu)成的介紹他人的句型。4) 能運用所學(xué)的詞匯及句型介紹自己的家庭成員。

4、2. 情感態(tài)度價值觀目標(biāo)：讓學(xué)生知道他們應(yīng)當(dāng)尊敬自己的父母、祖父母及其他家庭成員，在家庭中應(yīng)多幫助父母做力所能及家務(wù)勞動。通過學(xué)習(xí)對自己的家庭成員會有更清晰的印象，學(xué)會與家庭成員和睦相處，從而激發(fā)起他們對家人的熱愛。教學(xué)重難點1. 教學(xué)重點：1）the names of family members 2）The usage of demonstratives pronouns: this, that, these, those 2. 教學(xué)難點：1) the plural forms of the demonstratives pronouns.2) Train Ss ability to ap

5、ply what theyve learned to their daily life.建議教法情景交際法，任務(wù)型教學(xué)法，聽說課的“3P”教學(xué)模式 ： P-呈現(xiàn)（語言輸入）P-操練（1.機械操練2. 聽力訓(xùn)練）P-運用（語言輸出）設(shè)置情景意義操練 設(shè)計聽后活動任務(wù)，先模仿再遷移總結(jié)，聽后設(shè)置任務(wù)提升學(xué)生語言運用能力教學(xué)流程（詳見活動設(shè)計）教學(xué)評價1. 本課時的目標(biāo)設(shè)計清晰可操作，活動的設(shè)計緊扣目標(biāo)要求并與目標(biāo)達成一致。 2.聽中的活動設(shè)計遵循語言規(guī)律，由易到難逐層遞進，充分體現(xiàn)語言輸入到語言輸出的完整過程。 3.聽后的活動設(shè)計體現(xiàn)對文本內(nèi)容的深度挖掘和文本再構(gòu)，體現(xiàn)了對學(xué)生思維品格的訓(xùn)練與培養(yǎng)

6、。附：教學(xué)活動設(shè)計步驟過程措施 目的 持續(xù)性評價1預(yù)備與激活先期知識Step 1 Warming up and revision1. Greetings T: How are you? Whats your name? Nice to meet you! Whats your telephone number? etc. 2. Let some students show their ID card. T: Whats your first name? Whats your last name? Whats your telephone number? 3. Let Ss introduce

7、their ID card information to class.My first name is My last name is My telephone number is1. 通過新同學(xué)打招呼和自我介紹的對話，創(chuàng)設(shè)語境。2. 通過相互介紹名片，鞏固舊識。通過自我介紹，檢查學(xué)生是否能用已經(jīng)學(xué)過的詞匯回答問題2獲取新知Step 2Before listening1. Show Ss a piece of video “家有兒女”. T: (show Xia Yus photo) Whats his name?Ss: His name is Xia Yu.T: We know Xia Yu

8、 has a happy Family. Now lets come into his family. Who is this?Ss: This is Xia Xue.T: Xia Xue is Xia Yus?Ss: Sister.T: Good! Who can spell sister? T: Read after me, sister. (Ask a group of Ss to read the word)2. Show Ss another photos and teach the new words by the same way. (Bb: brother, father, m

9、other, parent (s), grandfather, grandmother, grandparent (s) )T: Now lets chant. Father, father, this is father. Mother, mother, that is mother. Grandfather, grandfather. Grandmother, grandmother. Parents, parents, these are my parents. Brother, sister, those are my friends.3. Work on 1a. Let Ss loo

10、k at the picture in 1a. Then read the words on the left side. Then match the words with the people in the picture. Check the answers with the class: 1. a 2. c 3. b 4. h 5. f 6. e 7. i 8. d 9. g4。1. 教授核心句型Who is he / She? Who are they?2. 教授核心詞匯sister, father, mother, grandfather, grandmother, brother

11、, parent (s), grandparent (s), who, they, this, that, these, those 3. 通過書上練習(xí)鞏固所學(xué)詞匯1. 通過核心詞匯的練習(xí)，檢查學(xué)生是否能夠認讀詞匯2. 通過歌曲的說唱練習(xí)，檢查學(xué)生是否能理解并正確讀出關(guān)于家庭成員稱呼的詞匯3. 通過1a的練習(xí)，檢查學(xué)生是否能將單詞與物品正確連線Step 3While listeningWork on 1b.T: A boy is talking about his family. Who is he talking about? Now listen and circle the people

12、 the boy talks about. Ss: OK. (Play the recording of 1b twice. Students work.) T: Whats the answer? S: Two brothers and a sister. 1. 通過聽力練習(xí)，達到語言輸入的目的。2. 聽第一遍完成教材基本要求，聽第二遍提高難度，要求學(xué)生用本課目標(biāo)詞匯及句型完成回答問題。3. 通過聽音模仿，加大語言輸入量以及強化語音語調(diào)學(xué)習(xí)。1. 通過聽力練習(xí)，檢查學(xué)生是否能聽懂目標(biāo)詞匯與基本句型2. 通過聽力練習(xí)，檢查學(xué)生是否能用目標(biāo)詞匯回答問題Step 4Postlistening Wo

13、rk on 1c.1. Role-play the conversation in 1a. Ss work in pairs. Role-play the conversation. Try to remember the sentence structure:This is; That is; These are; Those are Whos she/he? Shes/Hes 2. Look at the picture in 1a. Talk about the other people in the picture with your partner. Using the senten

14、ce structure: This is ; That is; These are; Those are Whos she/he? Shes/Hes 3. Let some pairs act out their conversation. 1. 通過對話練習(xí)鞏固并檢測學(xué)生所學(xué)的目標(biāo)詞匯及句型是否掌握。2. 通過創(chuàng)編新的對話，進一步鞏固所學(xué)的目標(biāo)語言。通過對話練習(xí)，檢查學(xué)生是否能夠通過反復(fù)朗誦課文，用目標(biāo)詞匯和語言創(chuàng)編新的對話3深度加工知識Step 5While listening Work on 2a & 2b. 1. T: Here are two girls. They are tal

15、king about the family members. Please listen to the recording of 2a in Section A and circle the family members you hear.First lets read the words in the box together. parents mother father sister brothergrandmother grandfather friend grandparentsSs: OK. (Read the words together. Then play the record

16、ing of 2a twice. Students work.) T: Check the answer. (Ask two students to say the answers.) 2. Listen and match.T: Now lets look at the photo of this family. We know this is Jenny. But we dont know who is Bob, who is Jack, who is Linda, who is John and who is Mary. Lets listen and find them. (Play

17、the recording of 2b. Students work.)T: Who find them? (Many students may say they do. Choose two of them to answer.) 3. Listen and answer.1) Whats Cindys mothers name?2) Whats her fathers name?3) Is Mary her sister?結(jié)合之前所學(xué)的形容詞，將其帶入本課目標(biāo)句型，進行目標(biāo)句型學(xué)習(xí)與操練。 Thats my family. This / That is my. These / Those

18、are my.1. 通過聽力練習(xí)，檢查學(xué)生是否能夠通過學(xué)習(xí)目標(biāo)句型，利用所學(xué)過的單詞朗讀目標(biāo)句型2. 通過聽力練習(xí)，檢查學(xué)生是否可以通過反復(fù)練習(xí)掌握目標(biāo)句型3. 通過聽力練習(xí)，檢查學(xué)生是否可以利用目標(biāo)句型，結(jié)合新的話題談?wù)摗凹彝ァ盨tep 6PostlisteningWork on 2c. T: You come to this home. You see a picture on the wall. There are many people in the picture. You want to know who they are. Use “Whos she/he? Shes/Hes”

19、to find them, please. When you finish, change roles to do it. Now begin. (Students work. Teacher walks round the classroom to see how they are doing and helps the students who need.)T: Lets check your work, please.Ss: OK. (Ask one pair to do it.)S1: Whos she?S2: Shes Jenny.S1: Whos he?S2: Hes John.

20、(Ask two more pairs to do it.) 通過問答練習(xí)，檢查學(xué)生是否能夠利用所學(xué)目標(biāo)詞語及句型創(chuàng)編新的對話。4評價學(xué)生的學(xué)習(xí)Step 7Role-playWork on 2d.1. Now look at the picture in 2d. This is Janes family. Read the conversation first. Then look at the picture and guess who they are. (Ss read the conversation then guess who the people are. They can di

21、scuss in pairs.) 2. Let students read the dialogue and fill in the blanks. 3. Let Ss read the conversation after the teacher aloud. Then work in groups of three. Practice the conversation. They may change roles as they like. 4. Ask some pairs to act out the dialogue in front of the class. 5. 評價：讓學(xué)生們對自己的表現(xiàn)及語言表達能力進行自我評價，在小組內(nèi)評價，然后進行評出最優(yōu)秀的小組。并鼓勵學(xué)生們下一次爭取做最優(yōu)秀的小組及個人。教師對學(xué)生