Unit 2 Section B 人教.docx

人民教育出版社 七年級（上冊） 暢言教育 Unit 2 This is my sister.葉集實(shí)驗(yàn)學(xué)校 武海燕 教材分析Period 1 Section B (1a-2c)本單元的標(biāo)題為This is my sister. 圍繞介紹家庭成員開展聽說讀寫教學(xué)活動，中心話題是介紹家人和親屬，學(xué)生的學(xué)習(xí)活動是在真實(shí)的生活場景中展開的，并把“名詞的單復(fù)數(shù)形式”這一語法主線貫穿其中。教學(xué)內(nèi)容為語法的學(xué)習(xí)和使用提供了必要的感性材料，同時也體現(xiàn)了語法項(xiàng)目與交際情景自然結(jié)合的特點(diǎn)。 教學(xué)目標(biāo)【知識與能力目標(biāo)】【知識與能力目標(biāo)】1) 能掌握對家庭成員稱呼的詞匯：son, daughter, cousin, grandpa, grandma, mom, dad, aunt, uncle, 以及here, of, photo, next, picture, girl, dog等。2）能正確理解家庭成員之間的關(guān)系，對家庭成員能正確稱呼。3）進(jìn)一步學(xué)習(xí)一些英語名字，并能分辨出名字的不同性別。4）通過聽、說、讀的訓(xùn)練，提高學(xué)生們綜合運(yùn)用英語的能力，培養(yǎng)學(xué)生們學(xué)習(xí)英語的興趣，并在學(xué)習(xí)中體會到學(xué)習(xí)英語的樂趣?！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Pair work, Group work口語交際活動, 引導(dǎo)學(xué)生學(xué)習(xí)“介紹人物、識別人物”，進(jìn)一步體會一般疑問句的用法，學(xué)會運(yùn)用指示代詞、人稱代飼?！厩楦袘B(tài)度價(jià)值觀目標(biāo)】 教學(xué)重難點(diǎn)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?！窘虒W(xué)重點(diǎn)】1） 進(jìn)一步掌握家庭成員的表達(dá)；學(xué)會指示代詞、人稱代詞的用法。2) 通過填寫家譜，弄清楚家庭成員之間的關(guān)系。3) 閱讀有關(guān)家庭成員的小短文，能正確理解家庭成員之間的關(guān)系。【教學(xué)難點(diǎn)】1)填寫家譜，弄清楚家庭成員之間的關(guān)系。2) 閱讀短文，獲得相關(guān)信息，正確地表述家庭成員間的關(guān)系。 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 Step 1. Warm- up and revision1. Greeting the students. Check the homework. 2. T: You know my family members. I want to know your family members. Would you like to introduce your family members to us?Ss: Yes.T: Who wants to be the first, please? (Students use their photos or the pictures they drew.)S1: Let me try.T: OK, please.S1: Hello, everyone! My name is Look at this picture, please. This is a picture of my family. This is my father. His name is This is my mother. Her name is They are good parents. This is my brother. His name is Look! Its me. Am I funny? I love my family.T: Very good. (Another two students introduce their family.)Step 2. Presentation1. T:This is a family tree. Lets complete it. (Present the new words- uncle, aunt, cousin.)Ss: OK.T: Read the words on the screen together.Ss: 2. Practice the new words. Step3. Practice (1a)1. Now lets work on 1a. Look at the family tree (家譜) in 1a. From the family tree, we know that your grandpa and grandma have two sons, your father and your uncle. Your father and mother have a son and a daughter. They are your sister and you. Your uncle and your aunt only have a daughter. Shes your cousin. Now read the family tree and add the words in the box to the family tree. (Ask one student to the front to do it on the blackboard. The others finish it on their book.)2. Check the answers. Step 4. Listening (1b, 1c)1. 1b Listen and check the words you hear.T: Jiang Tao and Tom are talking about Toms family. How many family members are they talking about? Please listen and check the words you hear. Ask two more students to say the answers. 2. 1c Listen and check the picture.T: I have two pictures here. Which one is Jiang Tao talking about? Lets listen and find it out, please. (Play the recording twice again.) Check the answer.Step5. Pair work 1. T: We find out the picture of Toms family. Can you draw a picture of your family and friends?SS: T: OK. When you finish drawing, tell your partner about your picture. You can use “This is ” and “These are ” to talk about. Then report it to the class. (Students work.) 2. Check students work. Ask two or three students to report. e.g. These are my parents and this is my grandma. This is my friend, Lin Fang. Step 6. Practice (2a) 1. T: We learn many names in this Unit. Can you tell its a male or female first name? 2. Ss work with their partner and write down the names in the box. 3. Check the answers. ( Male: Bob, Jack, Tom, Jiang Tao, Alan, Eric, Paul, John )(Female: Jenny, Linda, Mary, Sally, Jane, Kate, Lin Fang, Cindy, Helen) Step 7. Reading (2b, 2c)1. Fast readingT: Jenny has two family photos. Lets look at her family photos and her article about her family. Read her article and circle the names. (Ss read quickly and circle the names in the article.) Check the answers: Jenny, Alan, Mary, Bob, Eric, Cindy, Helen, Coco 2. Careful reading Read her article again and find out Who is Coco? If you find out Coco, please put up your hands. 3. Careful reading T: Now lets work on 2c. First read the sentences below. Know what you are supposed to know about the passage. Then read the passage again and try to fill in the blanks. Check the answers: 1. Jenny 2. parents 3. brothers 4. sister 5. cousin 6. Coco Step 8. Homework 1. Review the new words we learn this lesson. 2. Talk about the family tree. You can use these sentence structures. Look at my family tree. This is my This is my They have two This is my This is my This is my This is my. My parents have two children. This isThis is my My uncle and my aunt have a son. He is my Blackboard Design:Unit 2 This is my sister.Section B 1a-2c Here are two photos of my family. Phrases: two photos of 二張的照片 a photo of一張的照片 in the first photo在第一張照片上 in the next photo在下一張照片上 教學(xué)反思略Period 2 Section B 3a - Self Check 教學(xué)目標(biāo)【知識與能力目標(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，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)。【過程與方法目標(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Pair work, Group work口語交際活動, 引導(dǎo)學(xué)生學(xué)習(xí)“介紹人物、識別人物”，進(jìn)一步體會一般疑問句的用法，學(xué)會運(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家庭成員的了解，體會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。 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Step1. Warm-up and revision.1. Greet the Ss. Check the homework.2. T: We know some students family members. We want to know more students family members. Would you like to introduce your family members to us? SS: Yes.S1: Let me try. T: OK, please.S1: Hello, everyone! My name is Look at this picture, please. This is a picture of my family. This is my father. His name is This is my mother. Her name is They are good parents. This is my brother. His name is Look! Its me. Am I funny? I love my family.T: Very good. (Another two students introduce their family.)Step 2. Presentation (3a)1. Read the passage and complete the passage with the words in the box. T: Today lets meet a new friend. His names Paul. He writes a passage to introduce his family. But some of the words are missing. He has a photo of his family, but Im sorry Ive left it at home. Can you read the passage and draw a photo of Pauls family. Ss: OK. 2. Ss work with their partners. Then check the answers together.3. Read the passage again. Then try to draw a photo of Pauls family. Let all the Ss show their photos to the class. Step 3. Practice 1. Using the family photo to retell the passage. 2. Show the photo of Pauls family to your partner. Suppose you are Paul. Then try to introduce the family members to your partner.3. Retell the passage to some other students around you. Step 4. Writing (3b) 1. Take out the photo of your family and write a passage about it. 2. Students write their passages. Teacher moves around the room and helps the students who need. 3. Let some Ss read their passages aloud to the class. Step 5. Production 1. Self Check 1 1). We have learned many words for family members. Now lets have a short revision. (Let Ss say the words for the family members in a chain.) S1: father S2: mother S3: grandfather S4 2). OK. Some words for the family members are male, some are female and other words are both. Now look at Self Check 1, and group the words for family members you have learned. 3). Check the answers. Male: father, grandfather, uncle, brother, cousin Female: mother, grandmother, aunt, uncle, cousin Both: parents, grandparents 2. Self Check 2 1). When we are not sure about the family members. We always ask about them. Lets sum up the sentence structures we can use: (Ss sum