Unit 2 This is my sister Section B第2課時(shí)教學(xué)設(shè)計(jì)【人教英語七年級(jí)上冊(cè)】

4/4Unit2Thisismysister.Period2SectionB3a-SelfCheck教學(xué)設(shè)計(jì)教學(xué)目標(biāo)教學(xué)目標(biāo)【知識(shí)與能力目標(biāo)】1)復(fù)習(xí)鞏固所學(xué)的家庭成員的稱呼詞，能熟練對(duì)家庭成員正確稱呼。2）能通過閱讀有關(guān)家庭成員關(guān)系的小短文來獲得正確的信息，并根據(jù)所獲得的信息畫出家庭成員的照片。3）能綜合運(yùn)用所學(xué)的知識(shí)，將自己家庭照片中的成員正確地介紹給他人，將能以小短文的形式寫出。4）能將所學(xué)的稱呼詞按性別進(jìn)行分類。5）通過拓展練習(xí)來進(jìn)一步鞏固所學(xué)的如何介紹家庭成員的句子結(jié)構(gòu)?！具^程與方法目標(biāo)】采用personalizing和Memorizing的學(xué)習(xí)策略,利用教學(xué)圖片和制作多媒體課件來展開課堂Pairwork,Groupwork口語交際活動(dòng),引導(dǎo)學(xué)生學(xué)習(xí)“介紹人物、識(shí)別人物”，進(jìn)一步體會(huì)一般疑問句的用法，學(xué)會(huì)運(yùn)用指示代詞、人稱代飼?！厩楦袘B(tài)度價(jià)值觀目標(biāo)】1）通過學(xué)習(xí)能正確地稱呼家庭成員的能分清家庭成員的性別。2）通過畫自己家人的照片，介紹自己的家庭成員來增加自己的對(duì)家庭成員的了解，體會(huì)家庭成員之間的親情，并在繪畫中獲得學(xué)習(xí)英語的樂趣。教學(xué)重難點(diǎn)教學(xué)重難點(diǎn)【教學(xué)重點(diǎn)】1）閱讀有關(guān)家庭成員的小短文，獲得相關(guān)信息，并能畫出恰當(dāng)?shù)恼掌?）根據(jù)照片提示運(yùn)用所學(xué)的句型寫一篇介紹家庭成員的小文章?！窘虒W(xué)難點(diǎn)】1）根據(jù)照片提示運(yùn)用所學(xué)的句型寫一篇介紹家庭成員的小文章。2）做一些拓展練習(xí)來進(jìn)一步鞏固所學(xué)的知識(shí)。課前準(zhǔn)備課前準(zhǔn)備1.準(zhǔn)備錄音機(jī)和磁帶；2.設(shè)計(jì)課后鞏固練習(xí)；3.ppt；教學(xué)過程教學(xué)過程Step1.Warm-upandrevision.1.GreettheSs.Checkthehomework.2.T:Weknowsomestudents’familymembers.Wewanttoknowmorestudents’familymembers.Wouldyouliketointroduceyourfamilymemberstous?SS:Yes.S1:Letmetry.T:OK,please.S1:Hello,everyone!Mynameis…Lookatthispicture,please.Thisisapictureofmyfamily.Thisismyfather.Hisnameis…Thisismymother.Hernameis…Theyaregoodparents.Thisismybrother.Hisnameis…Look!It’sme.AmIfunny?Ilovemyfamily.T:Verygood.(Anothertwostudentsintroducetheirfamily.)Step2.Presentation(3a)1.Readthepassageandcompletethepassagewiththewordsinthebox.T:Todaylet’smeetanewfriend.Hisname’sPaul.Hewritesapassagetointroducehisfamily.Butsomeofthewordsaremissing.Hehasaphotoofhisfamily,butI’msorryI'veleftitathome.CanyoureadthepassageanddrawaphotoofPaul’sfamily.Ss:OK.2.Ssworkwiththeirpartners.Thenchecktheanswerstogether.3.Readthepassageagain.ThentrytodrawaphotoofPaul’sfamily.LetalltheSsshowtheirphotostotheclass.Step3.Practice1.Usingthefamilyphototoretellthepassage.2.ShowthephotoofPaul'sfamilytoyourpartner.SupposeyouarePaul.Thentrytointroducethefamilymemberstoyourpartner.Retellthepassagetosomeotherstudentsaroundyou.Step4.Writing(3b)1.Takeoutthephotoofyourfamilyandwriteapassageaboutit.2.Studentswritetheirpassages.Teachermovesaroundtheroomandhelpsthestudentswhoneed.3.LetsomeSsreadtheirpassagesaloudtotheclass.Step5.Production1.SelfCheck11).Wehavelearnedmanywordsforfamilymembers.Nowlet'shaveashortrevision.(LetSssaythewordsforthefamilymembersinachain.)S1:fatherS2:motherS3:grandfatherS4…2).OK.Somewordsforthefamilymembersaremale,somearefemaleandotherwordsareboth.NowlookatSelfCheck1,andgroupthewordsforfamilymembersyouhavelearned.3).Checktheanswers.Male:father,grandfather,uncle,brother,cousinFemale:mother,grandmother,aunt,uncle,cousinBoth:parents,grandparents2.SelfCheck21).Whenwearenotsureaboutthefamilymembers.Wealwaysaskaboutthem.Let’ssumupthesentencestructureswecanuse:(Sssumupthesentencestructureswiththehelpoftheteacher.)Isthis/that…?—Yes,he/sheis.No,he/sheisn’t.Arethese/those…?—Yes,theyare./No,theyare’t.—Who’sshe/he?—He’s/She’s…2).NowreadtheconversationbetweenBillandDale.Thencompletetheconversation.3).Checktheanswers.(this,He’s,Who,She,these/those,they,are)4).Practicetheconversationwithyourpartner.Step6.Homework1.Reviewthewordsforthefamilymembersinthisunit.2.Askandansweraboutyourpartner'sfamilymembers.Writetheconversationonyourworkbook.BlackboardDesignUnit2Thisismysister.Period2SectionB3a-SelfCheckSelfCheck1:Male: