人教版英語(yǔ)七年級(jí)上冊(cè)Unit2SectionA(1a-2c)教案

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Unit2 Thisismysister.SectionA1a-2c 教學(xué)設(shè)計(jì)本課是七年級(jí)上冊(cè)其次單元的教學(xué)內(nèi)容是一節(jié)聽(tīng)說(shuō)課話題工程是家庭朋友與四周的人，該話題是初中教材中第一次涉及，與學(xué)生的日常生活嚴(yán)密聯(lián)系，所以學(xué)生有話可說(shuō)，學(xué)習(xí)興趣深厚。本單元以介紹家庭成員為話題，以簡(jiǎn)潔介紹任務(wù)關(guān)系為功能；以話題的5個(gè)對(duì)話和一個(gè)小語(yǔ)篇微載體，通過(guò)介紹照片中的人物，幫助學(xué)生學(xué)會(huì)This/ Thatis...,These/thoseare...以及詢問(wèn)人物的特別疑問(wèn)句并在此根底上以聽(tīng)力的形式拓展穩(wěn)固單元重點(diǎn)句型對(duì)單元中的句型做進(jìn)一步的語(yǔ)言輸入呈現(xiàn)了介紹任務(wù)和區(qū)分人物的語(yǔ)言構(gòu)造。本單元生詞較多開(kāi)頭涉及名詞的復(fù)數(shù)形式對(duì)學(xué)生來(lái)說(shuō)有肯定的難度整個(gè)單元都是圍繞照片來(lái)談?wù)摻榻B任務(wù)的由最初的單一的家人稱謂到連貫的句子對(duì)話到篇章充分表達(dá)了教材內(nèi)容的漸進(jìn)性和層次性在教師的指導(dǎo)下學(xué)生能夠不斷地重復(fù)把握本單元的生詞和句型從而到達(dá)嫻熟運(yùn)用所學(xué)內(nèi)容介紹家庭成員的目的本課是本單元的第一課時(shí)在整個(gè)單元中起著話題導(dǎo)入的作用，因此課堂任務(wù)應(yīng)側(cè)重培育學(xué)生的語(yǔ)言實(shí)踐力量。學(xué)情分析庭成員的稱呼，對(duì)學(xué)生來(lái)說(shuō)比較簡(jiǎn)潔承受。整體設(shè)計(jì)【教學(xué)目標(biāo)】學(xué)生能把握本課重點(diǎn)詞匯，即對(duì)家庭成員的稱呼的詞匯：Sister,mother,father,parent,they,this,that,these,thoseWhoisthat?以及答語(yǔ)介紹家庭成員，把握與介紹任務(wù)和區(qū)分人物相關(guān)的核心句型和重點(diǎn)詞匯。學(xué)生能夠根本聽(tīng)懂含有本課重點(diǎn)詞匯和目標(biāo)語(yǔ)言的聽(tīng)力材料。能運(yùn)用所學(xué)詞匯及句型介紹自己的家庭成員?！窘虒W(xué)重難點(diǎn)】一般疑問(wèn)句并作簡(jiǎn)潔答復(fù)。學(xué)會(huì)介紹自己的家人和朋友，并依據(jù)相關(guān)信息區(qū)分人物。難點(diǎn)：名詞復(fù)數(shù)的正確使用?！菊n時(shí)安排】1課時(shí)【課前預(yù)備】課本、錄音機(jī)、視頻材料、多媒體課件、一家全家福照片?！窘虒W(xué)方法】任務(wù)型教學(xué)法、情景教學(xué)法、自主學(xué)習(xí)和合作學(xué)習(xí)相結(jié)合。教學(xué)設(shè)計(jì)【科導(dǎo)入】Step1:Lead-inWarm-upandrevisionDailygreetingstostudents.

教學(xué)過(guò)程設(shè)計(jì)r: .tsre?Student1: Mynameis...Teacher: IsheEric?Student2: Yes,heis.Teacher: IssheCindy?Student2: No,sheisn’t.She’sHelen.Teacher: What’shisname?Student2: HisnameisBobTeacher: Thisis ...(Pointatthepicturesoffigureshavelearnedandletstudentsspeakthemout.Students: Alice.ThisisAlice.Teacher: Theyare...Students: MikeandTom.TheyareMikeandTom.Teacher: Thatis...Students: Frank.ThatisFrankTeacher: Theyare...Students: CindyandDale.TheyareCindyandDale.(設(shè)計(jì)意圖：復(fù)習(xí)前幾個(gè)單元的根本句型，是對(duì)所學(xué)學(xué)問(wèn)的回憶，也是正式上課前的熱身。學(xué)生的學(xué)習(xí)興趣。通過(guò)復(fù)習(xí)的人物，引出介紹人物的句型〕【知呈現(xiàn)】Step2:PresentationTeacher: What’sthisinEnglish?Students:(Helpstudentstosay)It’sapicture/photo.Teacher:Yes,thisisapictureofafamily.Canyouseethiswoman?Thisismymother.(Writethenewword“mother“ontheblackboard.)Sheismymother.Canyouseethisman?Thisismyfather.(Writethenewword“father“ontheblackboard.)Heismyfather.Thesearemyparents.(Writethenewword“these,parents“ontheblackboard.)Theyaremyparents....Explain:名詞可分為可數(shù)名詞和不行數(shù)名詞兩類?？蓴?shù)名詞有單復(fù)數(shù)之分，變?yōu)閺?fù)數(shù)形式時(shí)，一般狀況是在單數(shù)名詞后加-s，如：pen--pens,parent--parents(grandfather,grandmother,grandparents,brother,sister〕〔family的話題；分別指向相應(yīng)的人物來(lái)介紹，引出的詞匯。在此環(huán)節(jié)的最終，說(shuō)明可數(shù)名詞單數(shù)變復(fù)數(shù)的根本用法，為后面進(jìn)一步的學(xué)習(xí)埋下伏筆〕Teacher:Now,pleaseopenyourbooksandturnto7.Lookat1a.YoucanseeapictureofDavid’sfamilyandsomewordswelearnedjustnow.Pleasematchthewordswiththepeopleinthepicture.ChecktheanswersAsksomestudentstoreadaloudthewords.(match的時(shí)候用身勢(shì)語(yǔ)示范什么是match主要是檢查他們是否把握了這些詞匯的讀音〕【知學(xué)習(xí)】Step3:Listento1b.Playtherecordingforthefirsttime.Studentscirclethewordstheyhear.Checktheanswers.Playtherecordingforthesecondtime.AskstudentstopayattentiontoDavid’sintroductionsofthefamily.Listenagainandreadafterit. Remindstudentstopayattentionto thepronunciationsandabbreviations.(設(shè)計(jì)意圖：通過(guò)聽(tīng)的方式輸入本課功能句型，學(xué)習(xí)句型，達(dá)成學(xué)問(wèn)目標(biāo)。跟讀錄音，仿照語(yǔ)音語(yǔ)調(diào)，使學(xué)生說(shuō)純粹的英語(yǔ)。觀看與思考1聽(tīng)力1b中用來(lái)指認(rèn)人物的指示代詞有 , , .聽(tīng)力1b中有一句特別疑問(wèn)句是 .1b中哪些be動(dòng)詞的縮寫(xiě)形式： , , Step4:Pairwork(Workon1c)Practicetheconversationin1cinpairsRole-playtheconversation。TaketurnstointroduceDavid;sfamilymembers.(言，培育學(xué)生運(yùn)用語(yǔ)言進(jìn)展交際的力量〕Step5:CompetitionAskstudentstointroducetheirfamilymemberswithinthreeminutesanddrawtheirfamilypictures.Themore,thebetter.Theycanusethefollowingtargetlanguage. Thisismymother. Thatismyfather. Whoisshe? Sheismygrandmother,theteachermovesaroundtheclassroomcheckingpronunciationandofferinghelp.(設(shè)計(jì)意圖：這是一個(gè)穩(wěn)固性的競(jìng)賽活動(dòng)，要求學(xué)生能運(yùn)用目標(biāo)語(yǔ)進(jìn)展真實(shí)的交際，使學(xué)生英語(yǔ)學(xué)習(xí)活動(dòng)順當(dāng)開(kāi)放的重要保證〕Step6:Workon2aand2bBeforelisteningTeacher:Herearetwogirls.Theyaretalkingaboutthefamilymembers.Pleaselistentotherecordingof2ainSectionAandcirclethefamilymembersyouhear.Firstlet’sreadthewordsintheboxtogether.MotherGrandfatherfathergrandmothersistergrandparentsbrotherfriendLetstudentstryreadingthenamesin2bandMotherGrandfatherfathergrandmothersistergrandparentsbrotherfriend(設(shè)計(jì)意圖：在進(jìn)展聽(tīng)力教學(xué)時(shí)，教師應(yīng)為學(xué)生建立根底框架，滲透聽(tīng)力技巧。增加聽(tīng)前的活動(dòng)可以使學(xué)生生疏話題，進(jìn)展熱身，激活背景學(xué)問(wèn)，明確任務(wù)要求，掃除聽(tīng)力障礙，使聽(tīng)力活動(dòng)做到有的放矢〕WhilelisteningThenplaytherecordingof2atwiceandfinish2aChecktheanswers.Listenforthethirdtimeandfinish2b,Teacher:Nowlet’slookatthephotoofthisfamily/。WeknowthisisJenny’sfamilymembers.(設(shè)計(jì)意圖：此環(huán)節(jié)進(jìn)一步穩(wěn)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)生盡快生疏生詞，學(xué)生將單詞與人物連線，檢查學(xué)生能否依據(jù)所聽(tīng)到的內(nèi)容識(shí)別圖中的人物〕Listencarefullyandfillintheblanks.LiLan:Cindy, yourfamilyphoto?Cindy:Yes,itis.LiLan.LiLan: yourparents?Cindy:Yes,theyare. mymother,Jenny,and myfather,Tom.LiLan:Oh,who’sshe?Cindy:She’smysister,Mary.LiLan:Who’rethey?Cindy:They‘remygrandparents,LindaandBob.LiLan:Andwho’she?Cindy:He’smybrother,Jack.觀看與思考2空格處所填寫(xiě)均為 詞，是用來(lái) 的詞。要留意相應(yīng)的代詞與相應(yīng)的be動(dòng)詞的搭配使用。Step7：Pairwork(Workon2c)Pointatthepictureandpracticewithstudents.Teacher:Pleaselookatthepictureagain.Who’sshe?Students:She‘sCindyTeacher:Who’she?Students:He‘smyfather.Practicetalkingaboutthephotoin2binpairs.Teacher:Youcometothishome.Youseeapictureonthewall.Therearemanypeopleinthepicture.Youwanttoknowwhotheyare.Use“Who’sshe/he?She‘s/He’s...“tofindthem,please.Whenyoufinish,rolestodoit.Student1:Who’sshe? Student2:She’sJenny.Student1:Who’she? Student2:He’sJohn.〔怎么進(jìn)展對(duì)話。然后學(xué)生兩人一組進(jìn)展訓(xùn)練，可以使他們更加簡(jiǎn)潔并嫻熟把握本課時(shí)的內(nèi)容〕GroupworkDrawafamilytreeandintroducethefa