(新版)2012年人教版七年級(jí)上Unit2_This_is_my_sister_Period1__參考教案

1、（新版）2012年人教版七年級(jí)上Unit2 Period1 參考教案The First Period (Section A 1a 2c)Teaching aims （教學(xué)目標(biāo)）1. 學(xué)會(huì)表述家人的稱謂。2. 能聽(tīng)懂有關(guān)介紹家庭成員的對(duì)話。2. 學(xué)會(huì)介紹家人。3. 學(xué)會(huì)用特殊疑問(wèn)句來(lái)詢問(wèn)家人的稱謂。Language points (語(yǔ)言點(diǎn))1. 詞匯：1)名詞n. sister, mother, father, parent, brother, grandmother, grandfather, grandparent, family 2)代詞pron. those, who, these 3)

2、感嘆詞interj. oh2. 句型：This/That is These/Those are Whos she? Shes Difficulties （教學(xué)難點(diǎn)）1. 表示人物稱謂的名詞的讀音及拼寫。2. 名詞復(fù)數(shù)的正確使用。Teaching steps （教學(xué)步驟）1. Warming-up and revision（課堂熱身和復(fù)習(xí)） （1）Daily greetings to the studentsT: Hello, Whats your name?S: My name is T: Nice to meet you!S: Nice to meet you, too!(2) Revisi

3、on （復(fù)習(xí)）1）T: Whats this in English? (Show some pictures or play PPT) S: Its a jacket. T: Spell it, please. S: J-A-C-K-E-T, jacket. T: What color is it? S: Its purple. 2）T: Is he Eric? （指著班上的學(xué)生進(jìn)行問(wèn)答。） S: Yes, he is. T: Is she Cindy? S: No, She isnt. Shes Helen. T: Whats his name? S: His name is Bob. 3）

4、T: This is . （利用書上所出現(xiàn)的人物圖片引導(dǎo)學(xué)生說(shuō)出名字。） S: Alice. This is Alice. T: These are S: Mike and Tom. These are Mike and Tom. T: That is S: Frank. That is Frank. T: Those are S: Cindy and Dale. Those are Cindy and Dale. 【教學(xué)設(shè)計(jì)說(shuō)明】復(fù)習(xí)前幾個(gè)單元的基本句型，是對(duì)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(wèn)姓名，把學(xué)生的語(yǔ)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。

5、通過(guò)復(fù)習(xí)學(xué)生已知的人物，引出介紹人物的句型。2. Presentation （呈現(xiàn)新知識(shí)）T: Whats this in English?S: (Teacher helps the students to say) Its a picture/photo. T: Yes, this is a picture of a family. Can you see the woman? This is my mother. (板書mother) She is my mother. Read after me, mother. S: Mother, mother, mother. T: Can you

6、 see the man? That is my father. (板書father) He is my father. S: Father, father, father. T: Mother is my parent. Father is my parent, too. （板書parent）These are my parents. (板書these, parents) They are my parents. Read after me. Explanation: 名詞分為可數(shù)名詞和不可數(shù)名詞兩類?？蓴?shù)名詞有單數(shù)和復(fù)數(shù)之分，變?yōu)閺?fù)數(shù)形式時(shí)，一般情況是在單數(shù)名詞后加“-s”，如：penpe

7、ns, parentparents； （以此方法將圖片上的grandfather, grandmother, grandparents, brother, sister引出）【教學(xué)設(shè)計(jì)說(shuō)明】借著上一步復(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(lái)介紹，引出新的詞匯，并教學(xué)生朗讀，以確保他們發(fā)音的正確。在此環(huán)節(jié)的最后，說(shuō)明可數(shù)名詞單數(shù)變復(fù)數(shù)的最基本用法，為后面進(jìn)一步的學(xué)習(xí)埋下伏筆。3. Work on 1a （完成1a）1) T: Now, please open your books and turn to Page 7. Look at 1a. You can s

8、ee a picture of Daves family and some words we learned just now. Please match the words with the people in the picture. 2) Check the answers.3) Ask some individuals to read aloud the words. 【教學(xué)設(shè)計(jì)說(shuō)明】說(shuō)到match的時(shí)候用手做比劃，示范什么是match。學(xué)生完成任務(wù)后再抽學(xué)生朗讀，主要是檢查他們是否掌握了這些詞匯的讀音。4. Drill (練習(xí))T: Now, you are Dave. Please

9、 cover the answers of 1a by using a piece of paper. And then listen to me carefully. I will give you a letter. You can look at the picture and tell me this letter means. For example, I say “a”. You should say “This is my mother.” I say “b”. You should say “These are my parents.” Understand? T: OK. L

10、ets begin. Tom, Stand up, please. Your letter is “e”.Tom: This is my grandfather. T: Good job. Next one is 【教學(xué)設(shè)計(jì)說(shuō)明】讓學(xué)生扮演圖片中的人物Dave，是幫助他們用第一人稱來(lái)介紹家庭成員，進(jìn)一步熟悉剛學(xué)到的新詞匯。5. Work on 1b （完成1b）（1） T: Next, I will play the recording. Please listen carefully, and circle the people the boy talk about in the pictu

11、re. （2）Play the recording for the first time. Students only listen. （3）Play the recording for the second time. Students listen and circle the words they hear. （4）T: Do you get the answers? Who does the boy talk about? S: T: Well done. Who does the boy talk about? S: （5）Play the recording again for t

12、he students to listen and repeat. 【教學(xué)設(shè)計(jì)說(shuō)明】此環(huán)節(jié)著重是聽(tīng)力訓(xùn)練。讓學(xué)生在聽(tīng)對(duì)話的過(guò)程中抓住關(guān)鍵詞匯，由于前面已做了一些訓(xùn)練，因此學(xué)生聽(tīng)起來(lái)比較容易，讓他們都有一次成功的喜悅和感受，這樣可以增強(qiáng)他們的學(xué)習(xí)自信心。6. Presentation （呈現(xiàn)新知識(shí)） Draw a boy and two boys on the board and present the sentences: 1) This is my friend. These are my friends. （教師站在黑板近處） Whos he? Hes my friend. Who are

13、 they? They are my friends. 2) That is my brother. Those are my brothers. （教師站在理黑板較遠(yuǎn)的地方） Whos he? Hes my brother. Who are they? They are my brothers. 【教學(xué)設(shè)計(jì)說(shuō)明】此環(huán)節(jié)通過(guò)教師所站的位置來(lái)表示this，these 和that，those的區(qū)別，同時(shí)也讓學(xué)生明白單復(fù)數(shù)形式表達(dá)的詞匯是不同的。7. Work on 1c （完成1c）（1）T: Now you are Dave. Please introduce your family to me

14、. You can use “Thats my Those are my ” （2）T: Whos she/he? S: He/She is my （3）T: Now please open your books at Page 57. Look at Note 1 in Unit 2. Lets learn the culture: 中外家庭親屬成員之間稱謂的文化差異【教學(xué)設(shè)計(jì)說(shuō)明】此環(huán)節(jié)是讓學(xué)生運(yùn)用所學(xué)句型來(lái)進(jìn)行操練，有利于鞏固所學(xué)句型。同時(shí)，讓學(xué)生看書后57頁(yè)的注解，幫助他們了解中外家庭親屬成員之間稱謂的文化差異。8. Work on 2a & 2b (完成2a和2b)（1）T:

15、 Please turn to Page 8. Look at the words in 2a. Read them aloud.（2）T: Now lets listen to the recording carefully and circle the words you hear. （3）T: Can you get the answers? Please check the answers. （4）T: Please look at 2b. Ill play the recording once again, and you match the words with the peopl

16、e in the picture. （強(qiáng)調(diào)match）（5）T: Who is Jenny? S: She is “d”. T: Whos ? S: 【教學(xué)設(shè)計(jì)說(shuō)明】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(guò)反復(fù)聽(tīng)讀，可以讓學(xué)生盡快熟悉生詞。學(xué)生將單詞與人物連線，是檢查學(xué)生能否根據(jù)所聽(tīng)到的內(nèi)容辨認(rèn)圖中的人物。9. Work on 2c （完成2c）（1）Teacher points at the picture and practices with the students. T: Please look at the picture again. Whos she? S: Shes Cindy. T: Whos he?S: Hes her father. （2）Now