人教版英語(yǔ)七年級(jí)上冊(cè) Unit 2 Section A 教案

Unit2Thisismysister.SectionA（1a-2d）TeachingAims1.語(yǔ)言能力：學(xué)會(huì)介紹家庭成員。2.文化意識(shí)：了解家庭成員的稱謂，學(xué)會(huì)書面或口頭向他人介紹家庭成員，促進(jìn)家庭意識(shí)的養(yǎng)成。3.思維品質(zhì)：初步學(xué)習(xí)在聽(tīng)力和閱讀的過(guò)程中將圖片與人物描述相結(jié)合進(jìn)行有效記憶。4.學(xué)習(xí)能力：有意識(shí)地運(yùn)用知識(shí)遷移策略介紹朋友和家庭成員。TeachingDifficulties學(xué)會(huì)介紹他人。TeachingAidsAtaperecorder;CAIormultimediacoursewareTeachingProceduresTipsStep1LeadinTheTcanplayavideoaboutintroducingthefamilyandleadinthetopicandguideSstotalkabouttheirownfamily.TheTcanusethefollowingprompts:Howmanypeoplearethereinyourfamily?Whoarethey?Howmanypeoplearethereinthesepictures?ThentheTcanshowsomepicturesandpre-teachsomewordsoffamilymembers.AndthentheTcanshowanotherfamilyphotoandelicitthesewordsfromSs.Step2Presentation&PracticeBeforeSsdoactivity1a,theTmaywanttoguidethemtolookatthetopicpictureandtryreadingthedialoginthepicture.1aTheactivityistosetthesceneandtestSs’knowledgeandincreasetheirvocabulary.TheTcandotheactivity1aasaclassorhaveSsdothisaloneorinpairsfirstbeforedoingtheactivityasaclass.Answers:a2.c3.b4.h5.f6.e7.i8.d9.gThentheTcanpresentafamilytreetoSstohelpSstounderstandthefamilyrelations.1bTheactivityistohelpSsrecognizethetargetlanguageinnaturalspeech.During1b,askSstolistenforthewordsin1a.Inordertomakethisactivitymorechallenging,askSstostudythewordsforoneminute,closetheirbooksandthenlistentotherecording.Answers:circled:parents,sister,brothers,grandparents1bThentheTcanplaytherecordingforthesecondtimeandaskSstocompletethetapescript.ThenchecktheanswersasaclassandaskSstoreadafterthetape.TheTshouldpayattentiontoSs’pronunciationandintonation.1cThisactivityistohelpSsusethetargetlanguageinnaturalspeech.ThisisNear.ThatisFar.TheTshouldhelpSstodifferentiatewhentouse“this/these"and“that/those”.Explainthatweuse"this/these"totalkaboutthings/peopleneartous.Weuse“that/those"totalkaboutthings/peoplefarfromus.Demonstrate“this”bystandingnexttoaSandintroducinghim/her.T:Thisismystudent.Demonstrate“these"bystandingbetweentwoSsandintroducingthem.T:Thesearemystudents.Demonstrate“that”bypointingtoaSatthebackoftheclassroomandintroducinghim/her.T:Thatismystudent.Demonstrate“those”bypointingtoseveralSsatthebackoftheclassroomanintroducingthem.T:Thosearemystudents.HaveSspracticeintroducingclassmateswhoareneartoandfarfromthem.2aTheactivityistohelpSsrecognizethetargetlanguageinnaturalspeech.Beforelistening,theTcanaskSstoreadthewordsintheboxandsayouttheirChinesemeanings.ThenplaytherecordingforthefirsttimeandmakeSstofinishthetaskin2a.Thencheckanswersasaclass.Answers:circled:parents,mother,father,sister,grandparents,brother2bTheactivityistogiveSspracticeinlisteningforspecificitemsinconversations.TheTcanaskSstolistenforthefamilyrole(e.g.fatherormother).TellSsthatinconversation,theperson’snameissaidimmediatelyafterward.Forexample,theword“Tom”issaidimmediatelyaftertheword“father”,soSshear“myfather,Tom”.ThentheTcanplaytherecordingandSsfinishthetaskin2b.AtlasttheTcancheckanswersbyinvitingsomestudentstoshareanswersinclass.Answers:d2.c3.a4.b5.e6.fTheTcanalsoaskSstoanswerthefollowingquestionstoimprovetheirlisteningskills:WhatisCindy’smother’sname?Whatisherfather’sname?IsMaryhersister?WhoisLinda?Afterlistening,theTcanpresentthelisteningmaterialtothestudentsinneedtohelpthemgetthespecificinformationabouttheconversation.2cThisactivityistogiveSstheopportunitytousethetargetlanguageinacontrolledmanner.RemindSsthattheyareaskingquestionsaboutfamilymembersoutofcuriosity.TheyarenotaskingquestionsasaTinanexamination.Therefore,theirtoneshouldbepoliteandnotdemanding.Step3Presentation&Reading2dTheTcanaskSstoreadtheconversationsilentlyfirstandexplainthesentencesthatSscan’tunderstand.ThentheTcanfocusSs’attentiononthetargetstructureappearedintheconversationandotherkeywordgroups.Sscanbeaskedtomakesentencesusingthekeystructureandphrases.ThentheTcanmakeSsreadtheconversationinchorustochecktheirpronunciationandintonation.AtlasttheTcaninvitesomeSstorole-playtheconversationasopenpairs.Step4Languagepoints介紹他人的句型1)Thisis...意為“這是······”，用來(lái)介紹離說(shuō)話人較近的第三方。2)介紹離說(shuō)話人較遠(yuǎn)的第三方時(shí)，可以用“Thatis...”意為“那是······”?！癟hatis”可以縮寫成“That’s”。3)被介紹的人不止一個(gè)時(shí)，可以使用句型“These/Thoseare...”?！就卣寡由臁吭诖螂娫捰谜Z(yǔ)中，“Thisis...”表示“我是······”，用于介紹自己。特別提醒：“Thatis”可以縮寫成“That’s”，但是Thisis,Theseare和Thoseare均不能縮寫。family作主語(yǔ)時(shí)，如果指整個(gè)家庭，謂語(yǔ)動(dòng)詞用單數(shù)形式；如果指家庭中的成員，謂語(yǔ)動(dòng)詞用復(fù)數(shù)形式。1)those是指示代詞“那些”，用來(lái)指代較遠(yuǎn)的人或物，其單數(shù)形式為that。2)these是指示代詞“這些”，用來(lái)指代較近的人或物，其單數(shù)形式為this。who為疑問(wèn)代詞，常用在句首引導(dǎo)特殊疑問(wèn)句，對(duì)人進(jìn)行提問(wèn)。Who引導(dǎo)的特殊疑問(wèn)句：Who+be動(dòng)詞+主語(yǔ)?主語(yǔ)是單數(shù)時(shí)，be動(dòng)詞用is；主語(yǔ)是復(fù)數(shù)時(shí)，be動(dòng)詞用are。1)Isthis...?意為“這是······嗎？”；Isthat...?意為“那是······嗎？”。2)上述兩個(gè)一般疑問(wèn)句，常用“Yes,itis./No,itisn't.”進(jìn)行回答。1)Arethese...?意為“這（些）是······嗎？”；Arethose...?意為“那（些）是······嗎？”。2)上述兩個(gè)一般疑問(wèn)句，常用“Yes,theyare./No,theyaren't.”進(jìn)行回答。Step5Summary&HomeworkSummaryTheTcanencourageSstosummarizethekeypointsofthisclasstohelpSsconsolidatetheknowledge.Homework:Readandrecitetheconversationin2d.Dotheexercisesinstudents’book.TeachingReflectionThisisthefirstperiodoftheunit.Duringthisperiod,teachersinteractwithstudentsthroughhigh-densityquestionsaccordingtothetopicpicture,whichishelpfulforstudentstolearnnewvocabulary,andalsohelpstudentsreviewthelanguagecontenttheyhavelearned.Teachers'questionscanplayagooddemonstrationroleforstudentsinpronunciation,intonation,expressionandsentencemaking.Atthesametime,theycanquicklyactivatetherelevantschematainstudents'brainandenterthestateoflanguagelearning.Therefore,teachersshouldmakeeffectiveuseofthetopicpictureandimprovetheirquestioningskills.Unit2Thisismysister.SectionA（GrammarFocus-3c）TeachingAims1.語(yǔ)言能力：學(xué)會(huì)運(yùn)用指示代詞this,that,these,those介紹人物關(guān)系，并學(xué)會(huì)用who引導(dǎo)的特殊疑問(wèn)句詢問(wèn)第三方是誰(shuí)。2.文化意識(shí)：了解家庭成員的稱謂，學(xué)會(huì)書面或口頭向他人介紹家庭成員，促進(jìn)家庭意識(shí)的養(yǎng)成。3.思維品質(zhì)：能根據(jù)所給內(nèi)容或所給條件進(jìn)行改編或創(chuàng)編。4.學(xué)習(xí)能力：有意識(shí)地運(yùn)用指示代詞和人稱代詞介紹他人。TeachingDifficulties運(yùn)用指示代詞和人稱代詞介紹他人。TeachingAidsCAIormultimediacoursewareTeachingProceduresTipsStep1LeadinTheTcantellSstobringtheirfamilyphotostoschoolandmakethemintroducetheirfamilymembersinthephotosinpairs.TheTcanmakeasamplefirst:Thisismyfamilyphoto.Thisismyfather.Thisismymother.Thatismysister.Look!It’sme.Thosearemygrandparents.AndIhaveadog.ItsnameisPipi.Step2GrammarlearningGrammarFocusTheTcanaskSstoreadthesentencesinthechartandpayattentiontotheirpronunciationandintonation.Thenguidethemtodistinguishhowtointroducepeopleandidentifypeople.Drawtheirattentiontotheusageofthetargetlanguage.AtlasttheTcansummarizetheusageofthetargetgrammarstructurefromseveralaspects.Step3Presentation&Practice3aAskSstofillintheblanksin3a.ThenSscancheckanswerswithpartners.AtlasttheTcanchoosesomeSstorole-playthedialoguetomakesuretheygetthecorrectanswers.Ifpossible,theTcanaskSswhytheychoosetheanswer.IfSshaveproblems,theTshouldexplaintherelatedknowledgeclearly.Answers:A:Thatismyfamily.That’smymother.B:Who’s/Whoishe?A:He’s/Heismyfather.B:Who’sshe?A:She’smysister.B:Andwhoare/who’rethey?A:They’re(Theyare)mygrandparents.3bAskSstolookatthepicturein3bandtrytofigureouttherelationsofthepeopleinthepicture.Sscanwritethefamilyrolebesideeachmember.AskSstomakesentencesindividuallyusingthewordsinthethreeboxestointroducethesepeopleinthepicture.ThenSscanchecktheiranswersbymakingconversationsinpairs.TheTcanmakeassessmentsandpayattentiontothesubject-verb

agreementinSs’sentences.Atlast,theTcanalsochoosesomeSstoreadtheirsentencesinclass.Sampleanswers:Arethese/thoseyour...?Isthis/that...?Thisismybrother/sister/father/mother.Thesearemyparents.Thatismybrother/grandmother/grandfather.Thosearemygrandparents....3cTheactivityistogiveSstheopportunitytousethetargetlanguagecorrectly.TheTcanaskSstoworkingroupsoffour.ThenSsineachgroup