新目标英语七上Unit 2 This is my sister教案.docx
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新目标英语七上Unit2Thisismysister教案
Unit2Thisismysister.
一、单元教材分析
本单元围绕“家庭成员”这一主题展开听、说、读、写等多种教学活动。
教学核心是用英语介绍家人和朋友,通过本单元的学习学生应该掌握对家庭成员的称呼;通过谈论“家庭”的话题,使学生学会并掌握“介绍人物、识别人物”的基本句型,进一步体会一般疑问句的用法,学会运用指示代词介绍人物,学会运用人称代词询问人物。
如:
Thisismysister。
Isthatyourbrother?
Thesearemyparents。
Arethoseyourbrothers?
以及Who开头的特殊疑问句,一般疑问及其简单回答;运用名词的复数形式。
能够用英语向朋友介绍自己的家人,从而让他们了解自己的家庭。
二、单元学情分析
从教材编排上说本单元是就第一单元认识朋友之后,仍接着学习用英语认知人,而与学生最为熟悉的人就是家庭成员,由了解同学们的名字很自然过度到了解对家庭成员的名字,以及对家庭成员的称呼,对学生们来说比较容易接受。
以前学的your,his,her,my等形容词性物主代词,在本单元中扔是重点学习的任务;但在本单元要接触名词的复数形式,以及be动词的复数形式,且本单元生词较多,因此本单元的学习任务比较艰巨。
三、单元教学建议
本单元的学习应通过对人物个性化的描述,识别照片、图片,多媒体展示、真实情景表演等学习策略来掌握家庭成员的表达;学会指示代词、人称代词及Who问句及简单回答。
为学生创设真实的学习情景,让学生以小组形式交流学习,并在课堂上循环训练。
通过介绍家人和了解朋友的家人,增进彼此的了解,建立友谊,从而更好地尊重对方,理解家人。
四、单元课时分配
本单元可用4课时完成教学任务:
SectionA1(1a-2d)用1课时
SectionA2(GrammarFocus-3c)用1课时
SectionB1(1a-2c)用1课时
SectionB2(3a-SelfCheck)用1课时
Unit2Thisismysister.
授课类型
新授课
学时数
The1stperiod(SectionA1a—2d)
教学目标
1.Getstudentstolearnhowtogreetpeople,introducethemselvesandmakenewfriends.
2.TeachstudentstosayEnglishnamesintherightway.
3.Getstudentstoaskforandgivetelephonenumbers.
教学内容
✧Newwords:
name,clock,am,nice,meet,what,hello
✧—What’syourname?
—Mynameis…
✧—Hello!
I’mMary.
—Hi,Mary!
I’mJim.Nicetomeetyou.
✧what’s=whatisI’m=Iamname’s=nameis
✧thepersonalandpossessivepronouns:
I,you,my,your,his,her
重点难点
1.会拼读生词和问姓名的句型。
2.注意中英文姓名的差别。
教学方法
任务型教学、分级评价法、直观教学法、模仿示范法、情景教学和合作学习法
学习方法
课前预习、课堂内外练习、听说读写结合
教学过程设计
Ⅰ.Warming-upandrevision
1.Greetings
T:
Howareyou?
What’syourname?
Nicetomeetyou!
What'syourtelephonenumber?
etc.
2.LetsomestudentsshowtheirIDcard.
T:
What'syourfirstname?
What'syourlastname?
What'syourtelephonenumber?
3.LetSsintroducetheirIDcardinformationtoclass.
Myfirstnameis…Mylastnameis…Mytelephonenumberis…
Ⅱ.Presentation
1.ShowSsapieceofvideo“《家有儿女》”.
T:
(showXiaYu’sphoto)What’shisname?
Ss:
HisnameisXiaYu.
T:
WeknowXiaYuhasahappyFamily.Nowlet’scomeintohisfamily.Whoisthis?
Ss:
ThisisXiaXue.
T:
XiaXueisXiaYu’s…?
Ss:
Sister.
T:
Good!
Whocanspellsister?
T:
Readafterme,sister.(AskagroupofSstoreadtheword)
2.ShowSsanotherphotosandteachthenewwordsbythesameway.
(Bb:
brother,father,mother,parent(s),grandfather,grandmother,grandparent(s))
T:
Nowlet’schant.
Father,father,thisisfather.
Mother,mother,thatismother.
Grandfather,grandfather.
Grandmother,grandmother.
Parents,parents,thesearemyparents.
Brother,sister,thosearemyfriends.
3.Workon1a.LetSslookatthepicturein1a.Thenreadthewordsontheleftside.Thenmatchthewordswiththepeopleinthepicture.
Checktheanswerswiththeclass:
1.a2.d3.b4.h5.f6.e7.i8.d9.g
Ⅲ.Listening
T:
Aboyistalkingabouthisfamily.Whoishetalkingabout?
Nowlistenandcirclethepeopletheboytalksabout.
Ss:
OK.
(Playtherecordingof1btwice.Studentswork.)
T:
What’stheanswer?
S:
Twobrothersandasister.
Ⅳ.Pairwork
1.Role-playtheconversationin1a.
Ssworkinpairs.Role-playtheconversation.Trytorememberthesentencestructure:
Thisis…;Thatis…;Theseare…;Thoseare…
Who'sshe/he?
She's/He's…
2.Lookatthepicturein1a.Talkabouttheotherpeopleinthepicturewithyourpartner.
Usingthesentencestructure:
Thisis…;Thatis…;Theseare…;Thoseare…
Who'sshe/he?
She's/He's…
3.Letsomepairsactouttheirconversation.
Ⅴ.Listening
1.T:
Herearetwogirls.Theyaretalkingaboutthefamilymembers.Pleaselistentotherecordingof2ainSectionAandcirclethefamilymembersyouhear.
Firstlet'sreadthewordsintheboxtogether.
SS:
OK.
(Readthewordstogether.Thenplaytherecordingof2atwice.Studentswork.)
T:
Checktheanswer.
(Asktwostudentstosaytheanswers.)
2.Listenandmatch.
T:
Nowlet'slookatthephotoofthisfamily.WeknowthisisJenny.Butwedon’tknowwhoisBob,whoisJack,whoisLinda,whoisJohnandwhoisMary.Let’slistenandfindthem.
(Playtherecordingof2b.Studentswork.)
T:
Whofindthem?
(Manystudentsmaysaytheydo.Choosetwoofthemtoanswer.)
Ⅵ.Pairwork
T:
Youcometothishome.Youseeapictureonthewall.Therearemanypeopleinthepicture.Youwanttoknowwhotheyare.Use“—Who'sshe/he?
—She's/He's…”tofindthem,please.Whenyoufinish,changerolestodoit.Nowbegin.
(Studentswork.Teacherwalksroundtheclassroomtoseehowtheyaredoingandhelpsthestudentswhoneed.)
T:
Let’scheckyourwork,please.
SS:
OK.(Askonepairtodoit.)
S1:
Who'sshe?
S2:
She'sJenny.
S1:
Who'she?
S2:
He'sJohn.
(Asktwomorepairstodoit.)
Ⅶ.Role-play
1.Nowlookatthepicturein2d.ThisisJane'sfamily.Readtheconversationfirst.Thenlookatthepictureandguesswhotheyare.
(Ssreadtheconversationthenguesswhothepeopleare.Theycandiscussinpairs.)
2.Letsomestudentsintroducethepeopleinthepicture.Theycansay:
This/Thatis…These/Thoseare…
3.LetSsreadtheconversationaftertheteacheraloud.Thenworkingroupsofthree.Practicetheconversation.Theymaychangerolesastheylike.
4.Asksomepairstoactoutthedialogueinfrontoftheclass.
5.评价:
让学生们对自己的表现及语言表达能力进行自我评价,在小组内评价,然后进行评出最优秀的小组。
并鼓励学生们下一次争取做最优秀的小组及个人。
教师对学生们的相互评价及表现记录在学生评价表上。
(学生从心理年龄及认知水平上都处于很单纯、好表现的时期,因此恰当的评价能激发他们的学习兴趣,有利于形成良好的学习习惯。
)
Homework:
1.Rememberthenewwords.
2.Collectafamilyphoto.Introduceyourfamilymembersinthephoto.
教后记:
.
Unit2Thisismysister.
授课类型
对话课
学时数
The2ndperiod(SectionA2c--4)
教学目标
Getthestudentstolearntoidentifypeople.
重点难点
--IsthisJim?
--No,heisn’t.he’sDave.
--Isthisyoursister?
No,itisn’t.
--Isthatyourbrother?
Yes,itis.Herewhenyoutalkaboutthepicture,youcanuse“it”torefertheperson.Payattentionto“he”or“she”.
教学方法
任务型教学、分级评价法、直观教学法、模仿示范法、情景教学和合作学习法
学习方法
课前预习、课堂内外练习、听说读写结合
教学过程设计
个性化修改
Ⅰ.Warming-upandrevision
1.GreetingtheSs.Chantthesong:
Father,father,thisisfather.
Mother,mother,thatismother.
Grandfather,grandfather.
Grandmother,grandmother.
Parents,parents,thesearemyparents.
Brother,sister,thosearemyfriends.
2.通过上一节课的学习我们知道家庭成员的称呼。
上一课安排同学们带自己的家庭照片来,那么,现在我们用自己带来的照片来介绍自己的家人。
你应该用什么样的句型呢?
现在我们作个示范练习。
SampleOne:
(showtheteacher'sfamilyphoto)
T:
Thisismygrandmother.Thisismygrandfather.Thosearemyparents.That’smyhusband.That’smyson.
T:
Nowit'syourturn.Takeoutyourfamilyphotoandintroducethemtoyourpartner.
(Sstaketurnsintroducetheirfamilymemberstohis/herpartner.)
3.Reviewtheconversationin2d.
Asksomepairstorole-playtheconversation.
Ⅱ.GrammarFocus.
1.阅读指导:
1)老师总结已学过介绍自己家庭成员的两类句型。
第一类为介绍单个的家庭成员时,较近处的用Thisis…;较远处的用Thatis…
第二类为介绍多个家庭成员时,较近处的用Theseare…;较远处的用Thoseare…
2)询问某人的家庭成员时,可用两类句型。
第一类为特殊疑问句,Who'sshe/he?
应做直接回答:
She's/He's…或Whoarethey?
回答用They're…
第二类为一般疑问句,单个人物用:
Isthis/that…?
Yes,she/heis.或No,she/heisn't.
多个人物用:
Arethese/those…?
Yes,theyare.或No,theyaren't.
2.学生阅读并完成下列句子。
(可借助课件来完成此任务)
①这是我的朋友简。
___________myfriendJane.
②那是我的爷爷。
_____mygrandfather.
③这是我的兄弟们。
_________mybrothers.
④那是我的父母亲。
__________myparents.
⑤她是谁?
______she?
⑥她是我的妹妹。
She’smy_________.
⑦他是谁?
_______he?
⑧他是我的弟弟。
_______mybrother.
⑨他们是谁?
Who_________they?
⑩他们是我的祖父母。
________mygrandparents.
3.注意以下几种缩略的表达法:
that’s=thatis,who’s=whois,who're=whoare,
they’re=theyare
4.学生识记后,做填空练习来进行巩固。
Ⅲ.Practice
1.T:
Let'sworkon3a.AisintroducinghisfamilymembertoB.Readthedialogueandtrytofillintheblankswiththerightwords.
2.阅读指导:
同学们应先通读对话一遍,根据上下文问答句的提示,以及句式结构,回答的方式等来确定空格处的词汇。
比如:
第二句是一个疑问句,由后面的答语不是以Yes或No来回答,可知第二句应是一特殊疑问句,因此可知空格应是特殊疑问词who。
第三句,因空格后面是myfather,可知空格处应He's。
3.Ssworkinpairs.Trytofillintheblanks.Theycandiscusstheanswerswiththeirpartners.
4.Checktheanswers.ThenlettheSspracticetheconversation.Getsomepairstoactouttheconversationinfrontoftheclass.
Ⅴ.Practice
1.T:
Nowlet'sworkon3b.Workinpairstomakesentenceswithwordsinthethreeboxes.
2.S1lookatthepictures,say:
Thisismy…Thatismy…Thesearemy…Thosearemy…
3.S2repeatS1'sintroductions:
Thisisyour…Thatisyour…Theseareyour…Thoseareyour…
…
Ⅵ.Practice
1.T:
Youandyourpartnerputyourphotosonthedesk.Taketurnstoaskandanswerthefamilymembers.
S1:
Who'sshe?
S2:
She'smymother.
S1:
Who'she?
S2:
He'smyfather.
S2:
Isthisyourgrandfather?
S1:
Yes,heis.
S2:
Arethoseyourparents?
S1:
No,theyaren't.
2.T:
Doyouknowwhat“family”is?
Ss:
…
T:
“family”means“father–and–mother-I–love–you!
”AndIhopeyoucanshowyourlovetoyourparents,OK?
Ss:
Ok!
Homework
1.ReviewtheGrammarFocus.
2.Makeaconversationwithyourpartnerandcopyitonyourworkbook.
教后记
Unit2Thisismysister.
授课类型
巩固课
学时数
The3rdperiod(SectionB1a–2c)
教学目标
1.Teachthefamilytree.
2.Havethestudentsknowthenamesofthevariousmembersofafamily.
3.GetthestudentstolearnhowtowritealetterinEnglish.
重点难点
①进一步掌握家庭成员的表达;学会指示代词、人称代词的用法
②填写家谱,弄清楚家庭成员之间的关系。
教学方法
任务型教学、分级评价法、直观教学法、模仿示范法、情景教学和合作学习法
学习方法
课前预习、课堂内外练习、听说读写结合
教学过程设计
个性化修改
Ⅰ.Warming-upandrevision
1.Greetingthestudents.Checkthehomework.
2.T:
Youknowmyfamilymembers.Iwanttoknowyourfamilymembers.Wouldyouliketointroduceyourfamilymemberstous?
SS:
Yes.
T:
Whowantstobethefirst,please?
(Studentsusetheirphotosorthepicturestheydrew.)
S1:
Letmetry.
T:
OK,please.
S1:
Hello,everyo