英語(yǔ)教案-Teaching plan初中教案

Teachingplan

1.Teachingcontent:<goforit>七年級(jí)上冊(cè)u(píng)nit2Thisismysister,

sectionAla-lc

2.Teachingobjectives：

(1)knowledgeobjectives:

①keywords:mother,father,parents,brothers,grandfather,

grandmother,friend,grandparents,sister,this,that,these,those.

②keystructure:

Thisismy

Thatismy

Thosearemy

Thesearemy

(2)skillobjectives:

Howtoidentifyandintroduceyourfamily.

(3)moralobjectives:

Improvetherelationshipbetweenstudentsandfamilymembers,

strengthenstudents'lovetofamilymembers.

3.Teachingfocus:

Usecontrolledactivitiestoidentifyandintroducepeople.

4.Difficultpoint:

Todistinguishthedifferencesbetweenthisandthat&thoseandthese.

5.Teachingmethod:

Situationalteachingmethod

6.Teachingaids:

Familyphoto,cards,multimedia,blackboard,chalk,PPT,tape

reporter.

7.Teachingprocedures:

Step1：Revisionandleadin(4‘)

(1)GreetSsasusual(0.5')

(2)Toshowafamilyphotogiventheirnamesonpptandaskthem

followingquestionslikethis.(2.5,)

——Whatishis/hername?

His/Hernameis...

Ishe/she...?

Yes,he/sheis...

No,he/sheisn't...

(3)ToaskSstoguesstherelationshipofpeopleinthephoto.(l')

Step2presentation(15')

(l)Watchingavideo(2')

Beforewatching,letstudentspayattentiontothelettersinthevideoand

findoutwhateachletterstandsfor.

(2)Afterwatching,askstudentswhateachletterstandfor.(2，)

F-father

M-mother

I-1

L-love

Y-you

(3)Letstudentsreadthesewordsfollowingtheteacher.(2')

(4)Showstudentssomephotosabout家有兒女a(chǎn)ndpresentother

familymemberssuchasgrandfather,grandmother,brother,sister,

friend..。')

(5)Askstudentstoreadallthewordsandtellthemhowtoremember

them.(2‘)

Step3Practice(8‘)

(1)Showstudentssomephotosandteachthemtointroducethesepeople

usingfollowingexpressions:(4')

Whoishe/she?

He/Sheismy...

Thisismy...

Thatismy...

Thesearemy...

Thosearemy...

(Letstudentsrealizethedifferencesbetweenthis/that&these/those.)

(2)Askstudentsturntopage7andlookatlathenmatchthewordswith

peopleinthepicture。')

(3)Checktheanswerandletstudentstobefamiliarwiththesewords

again.(25)

Step4.Listening(7‘)

(1)Todrawstudentsattentiontothepictureinlaandgetthemtoguess

themainideaaboutthelistening:Twofriendsaretalkingabouttheir

family.(r)

(2)Toaskstudentstolistentotherecordingforthefirsttimeandcheck

theirprediction.(2,)

(3)Listenitagainandcirclethewordstheyhaveheardinla.(2')

(4)Checktheanswer。')

Step5Consolidation(5').

(1)Role-playtheconversationinla.

A:That'smyfamily.Thosearemyparents.

B:Who5sshe?

A:She'smysister.Oh,andthesearemybrothers.

Step6Homework(T)

Talkaboutyourfamilyphotostoyourparents.

Blackboarddesign：

Unit2Thisismysister

Words:

mother

parents

father

Grandfather

grandparents

grandmother

Brothers

Sister

friend

this/that

these/those

Pattern:

Thisismyfamily.

Whoishe/she?Whoarethey?

—He/sheismy....JTheyaremy

Thisismymother/father/

These/Thosearemyparents/grandparents/

反思：本單元所有的環(huán)節(jié)設(shè)置都緊緊圍繞了一個(gè)主題，那就是

家庭成員。在整個(gè)單元中家庭成員的稱謂以及對(duì)家庭成員的介紹和

提問(wèn)，與一個(gè)個(gè)小任務(wù)緊密地結(jié)合在一起。一開(kāi)始由學(xué)生熟悉的公益

廣告和電視劇中的人物來(lái)介紹家庭人物，再由最初單一的家人稱謂到

最后連貫的語(yǔ)句，使學(xué)生在教師的帶領(lǐng)下能反復(fù)地掌握和鞏固本單元

的生詞和新句型：uThisismy,,/Thatisher?/Thesearehis,,/Thoseare

his?/Who?she?/who'sshe?Who'rethey?從而達(dá)到能流暢介紹家

庭成員的目的。在本課我利用了電視劇中的人物，引起了學(xué)生的興趣,

而且強(qiáng)化了所學(xué)家庭成員的稱謂學(xué)生們對(duì)于句型，并自然而然引出新

課“Thisismy”，Thatismy...”比較熟