新目标初中英语七年级上册Unit 3《This is my sister》教案.docx
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新目标初中英语七年级上册Unit3《Thisismysister》教案
新目标初中英语七年级上册Unit3《Thisismysister》教案
Planforthewholeunit
Teachingobjectives
学完本单元后,学生应能:
1、学会认知家庭成员,了解家庭关系。
(掌握14个家庭亲属称谓的单词读音及拼写)
2、学会介绍人,识别人。
(Thisis….Thatis….)
3、通过认知家庭成员及关系学会使用指示代词复数these,those的用法。
包括一般疑问句和否定句式。
(Theseare….Thoseare….Arethese/those…?
Yes./No)
4、能写一封书信。
(Dear…)
5、能比较熟练的使用目标语言写一份介绍家庭成员或他人的短文。
Periodarrangement
Period
Contents&pagesorsources
TO
SA
Textbook
Exercises
(Source)
Supplementary
(Source)
Section
Page
1
A1a,1b,1c,2a,2b
13,14
P.10
1,2,3
5
2
2c,2d,3a,3b,3c,4
14,15
Ps.10,11
人教版
长沙市教科院组编《课程基础训练
七年级上册》
1,2,3
5
3
B1,2a,2b,2c
16
P.11
1,2,3
5
4
3a,3b,4a,4b
17
P12
3,4,5
4
5
SelfCheck
18
Ps.12--14学习自检,学习拓展
1--6
5
Total
All
6
5
1--6
96
⑤Veryconfident④Quiteconfident③Confident②Slightlyconfident①Notconfident
(单元教学效果采用百分制表示,公式为100÷实际课时数÷5×各课时自评等级分之和。
)
Feedback
本单元教学自评96分,表明教学目标达成度较高。
整个单元教学回归教材,紧紧围绕“介绍他人,确认人物”这一主题,由浅入深、由简单到复杂,从学习称谓到最终以书信交流展开,教学活动形式多样,教学步骤步步递进、环环相扣,形成合力,从听、说、读、写诸方面培养学生这一话题的表达能力。
由于教学内容紧扣学生实际,学生积极投入各项学习活动,勇于表达自己的真情实感。
同时,在介绍他人,特别是在谈论亲人的过程中,体会到了家庭的亲切,朋友的热情,从而树立了对生活的热爱、增进家庭的和睦,对亲人的依恋和关心,积极向上的人生观。
为了减轻学生课余学业负担,提高教学效率,教材所涉及的所有练习,包括增加的多个写作练习都安排在课堂完成。
就其成功原因主要在于,课前我认真研读了教材,尽可能吸取了与教材配套的《教师教学用书》提供的中英文教学建议,并结合学生的实际,从单元整体备课,细化单元及课时教学目的,合理安排课时教学内容,并在尽可能多的预设教学活动的前提下,关注课堂生成,随时根据学情调整教学活动,因而教学收到了事半功倍的效果。
但课后在不增加学生过重课业负担的前提下,如何指导学生复习、对七年级新生如何牢固记忆单词,语速加快,语调纯正,理解简单的阅读文章等方面还有待研究。
毕竟刚刚开始,我还是很有信心让这些兴趣盎然的新生一步一个脚印掌握生活英语。
Planforeveryperiod
Period1SectionA1a,1b,1c,2a,2b→
Teachingaims
学完本课后,学生应能:
1.1熟记本页9个新单词并灵活运用:
sistern.姐;妹
parentn.父或母
brothern.兄;弟
grandmothern.祖母;外祖母
grandfathern.祖父;外祖父
grandparentn.祖父/母;外祖父/母
thesepron.&adj.这些
thosepron.&adj.那些
friendn.朋友
2.用指示代词介绍“用指人或物”的句子结构的单数形式、一般疑问句形式及其问答。
3.“用指示代词介绍人或物”的句子结构的复数形式、一般疑问句形式及其问答
Teachingaids
CAI
Teachingprocedures
Chart
视频引入—谈论家庭成员——听录音圈人物——结对活动——听录音圈单词——将名字与人物匹配——巩固与拓展——布置作业听录音谈论体育明星→看图说话→听录音填空→两人对话→巩固与拓展→
Step1Leading-in(5’)
1.Warmin-upandrevision
(1)Dailygreetingstothestudents¹
T:
Hello,whatisyouname?
S:
Mynameis….
T:
Nicetomeetyou!
S:
Nicetomeetyou,too!
(2)Revision(复习)
T:
What’sthisinEnglish?
2
S:
Thisis/Itisapencil.
T:
Howdoyouspell“pencil”?
S:
P-E-N-C-I-L,pencil.
T:
Thankyou.
T:
What’sthis/thatinEnglish?
S:
This/Thatisapen/book/eraser/ruler/dictionary/backpack/
Baseball/watch/key/computergame/notebook/ring
T:
Howdoyouspell---?
S:
---
Step2Presentation(10’)
1.Presentation:
T:
What’sthisinEnglish?
S:
It’sapicture/photo.3
T:
Yes,thisisapictureofmyfamily.
T:
Canyouseethewoman?
Thisismymother4.Readafterme,mother.
S:
Mother.
T:
Doyouknowwhichoneismyfather?
Thisismyfather4.Doyouthinkheisold?
Pleasereadafterme,father.
S:
Father.
T:
Ifwewanttocallourfatherandmothertogether,wecancallthemparents.
T:
Fatherismyparent,5Motherismyparent,too.Theyaremyparents.
T:
Nowlookatthesetwooldpeople.TheyaremyGrandparents.Oneismygrandfather,theotheroneismygrandmother.Theyareoldbuttheyarehealthy.
T:
Ihaveabrotherandasister.AndIhaveanuncleandanaunt.Theyaremyfather’sbrotherandsister.Look,theyarehere.
2.Workon1a:
T:
Now,pleaseopenyoubooks,andturntopage13.lookatpart1a.YoucanseeapictureofDave’sfamilyandsomewordswehavelearnedjustnow.Pleasematchthewordswiththepeopleinthepicture.7
…
Checktheanswer.
3.Drill:
T:
Now,youareDave.Pleasecovertheanswerof1abyusingapieceofpaperthenlistentomecarefully.Iwillgiveyoualetter,andyoumusttellmethislettermeanswhichmemberinyourfamily.Forexample,Isay“c”.Youshouldsay“Thisismymother”.Understand?
T:
OK,let’sbegin.Thefirstoneis--,yourletteris“d”.
S:
Thesearemygrandparents.
T:
Goodjob.Nextone---
S:
---
match。
。
1b
Step3Listeningpractice(10’)
Thenexttaskisveryeasyforyou.Iwillplaythetape.
Pleaselistencarefully,andcirclethepeopletheboytalks
aboutinthepicture9.
T:
Doyougettheanswer?
Whodoestheboytalkabout?
S:
Hisbrothersandsister.
T:
Good!
录音原文
Thisismyfamily.Thosearemytwobrothers.Andthat’smysister.
1c
Step4Pair-work(4’)
T:
IthinkeveryonehasknownDave’sfamily.
Twostudentsagroup,pleaseintroduceDave’sfamily10
toeachother.Pleaseuse“Thisishis---.”“Thesearehis---.”
S1:
Thisishisfather.
S2:
Thesearehisparents.
S:
---
Step5Workon2b(10’)
T:
Today,IwouldliketointroduceanAmericanfestival
toyou,itiscalled“FamilyDay”.Now
lookatthepicturein2b.TheseareDave’sfamilymembers.Canyoutellmewhotheyare?
Listen!
T:
Canyougivemeyouranswer?
S:
---
T:
OK,nowweknowDave,LinHai,MaryandJimBut
T:
Lookatthiswoman.IsthisDave’smother?
S:
Yes,sheis/No,sheisn’t.
T:
ArethoseDave’sgrandparents?
S:
Yes,theyare./No,theyaren’t.
---
Step6Workon2c
T:
Twostudentsagroup.AskandanswerbyusingyourownpicturesPleaseusethesesentences:
“Isthisyouruncle?
”
“Arethoseyourparents?
”
S1:
Hi,XXX.Isthisyourgrandfather?
。
S2:
Yes,heis.
S1:
Arethoseyourparents?
S2:
No,theyaremyuncleandaunt.
Step6homework(1’)
1.Copythenewwords,andrecitethem.
2.ReciteP85Unit3SectionA2a2b
3PreviewSectionA3a—4onP.15.
.
“
Feedback
个人认为本堂课教学目标达成,学生学习积极主动,热情投入,课堂氛围非常热烈。
就其成功原因主要在我找到我的很多家庭照片贴近生活地介绍亲人,操练灵活,反复运用一般疑问句及其单复数形式。
这课堂紧紧围绕教学目标“介绍他人”的用法,创设情境并结合学生的实际,由浅入深展开多种形式的教学活动,学以致用,收效很好。
但在语速加快方面还有待加强。
Period2SectionA2d,3a,3b,3c,→
Teachingaims
1.学会说家庭成员的称谓
2继续学习含有be的动词的基本句。
3.学会向别人询问、介绍家庭成员
4要求学会以下句式:
(1)That’s……
(2)---Ishe/she……
---Yes,he/sheis.(No,he/sheisn’t.)
5.要求掌握以下词汇:
she,he
6.要求掌握以下缩写:
he’s=heis,she’s=sheis
(上述句式、词汇和缩写应在第二课中出现过,在本课中作为重点可渗透到课堂各个活动中,加深学生对所学知识的印象,使之能被更灵活地运用。
)C:
\DocumentsandSettings\Administrator\LocalSettings\Temp\LocalSettings\Temp\Rar$DI00.078\课件石峰区冯昱Unit9Whenwasheborn第二课时课件.ppt
Teachingaids
CAI
Teachingprocedures
Chart
自由对话学新句型→阅读巩固句型→听力练习→口头运用句型→写作练习→布置作业
Step1Warming-up(3’)
(1)Dailygreetingstothestudents
T:
Howareyoutoday?
1
S:
Iam(fine/great/OK/verygood).Howaboutyou?
T:
Iam(fine,too/notbad/prettygood/awful/terrible).
Howisyourfather/mother/grandfather/
grandmother/uncle/aunt/brother/sister?
Howareyourparents/grandparents---?
S:
He/Sheis…
T:
What’syourname,please?
S:
Iam(Mynameis)…
T:
(tothewholeclass)Sothat’s….2
Step2Leading-in(7’)
2.Workon3a
T:
Nowlet’slookatthispicture.Therearefourpeopleinthepicture,andtheboyandthegirlplayingbasketballareAnnaandPaul.Let’sreadthewordsaloudandfillin
theblankswiththewordsfromthebox..
T:
Let’schecktheanswers:
---Issheyoursister?
---Yes,sheis.
---Andisheyourbrother?
---No,heisn’t.Heismyfriend.
3.Step3Pairwork(10’)
Workon3b
T:
Welldone!
Nowreadthedialoguein3awithyourpartner,thenchangeyourroles.Ssreaditindifferentroles.
T:
Ohlook,herearesomebeautifulphotos.IssheCaiYilin?
/Coco?
IsheJackChen?
/YaoMing?
Canyoumakeadialoguelike3a?
Step4Warmup.(8’)
T:
Ihaveafriend.HisnameisMike.Doyouhaveafriend?
S:
Yes.
T:
What’shis/hername?
S:
His/HernameisPeter.
T:
Thanksverymuch. Ithinkhemustbeagoodboy(toanotherstudent)IsPeteryourfriendtoo?
S:
No,heisn’t.
T:
Whoisyourfriend?
S:
……
Workon3c
T:
Iwanttoknowmoreaboutyourfriendsorfamilymembers.(tothewholeclass)Doyouwanttoknowthemtoo?
S:
Yes.
T:
I’dlikeastudenttowritedownyourmother’s,father’s,orfriend’snameontheboard.Theotherstudentsguesswhothepersonis.Who’dliketocomehere?
WeiHua,please.
S1:
Is…yourbrother?
S2:
Is…yourfriend?
S3:
Is…youruncle?
Step5Groupwork(6’)
Workon4---groupwork
T:
Pleasetakeoutyourfamilyphotos.Puttheminyourgroup
S1:
Issheyourgrandmother?
S2:
Isheyourfather?
S3:
Issheyourcousin?
(Afterpracticing,askseveralpairstoactthem.)
Step6Practice(7’)
《课程基础训练》Unit3课时二
Step7Homework(1’)
Oralwork:
(1)Listento3a,readandreciteit.
(2)Goonmakingupyourdialoguewithyourgroupmembersandpolishit.
Writtenwork:
(1)Copythesentencesin3a.
(2)WriteaboutthepicturesonP15usingthesentencestructures
Period3SectonA12a2b2c→
Teachingaims
学完本课后,学生应能:
1学会说家庭成员的称谓。
2.学会谈论家庭成员
3要求熟练运用以下句式:
(1)Theseare…
(2)This/Thatis……
(3)He/Sheis…
4要求掌握以下词汇:
son,cousin,daughter,uncle,aunt
5家庭成员单复数的运用
(上述句式在前几课中已学过,在本课中要将这些单词和句型渗透到综合性活动中,加深学生对所学知识的印象,使之能被更灵活地运用。
)
Teachingaids
CAI,students’worksheets
Teachingprocedures
Chart
自学教材→实践语言→听录音→结对活动→家庭作业
Step1Leading-in(3’)
a)Dailygreetingstothestudents
T:
Goodmorning/afternoon.Whoisondutytoday?
S1:
Iam.
T:
Iseveryoneheretoday?
S1:
Yes,Everyoneishere./No,…isnothere.
T:
Thankyou/Welldone..1
b)Revision(复习)
T:
Herearesomepictures.Guesswhoheis?
2
S1:
Ishe…’sfather?
S2:
Ishe…’sbrother?
S3:
Ishe…’sfriend?
S4:
Ishe…’suncle?
3
T:
Yes,youaresoclever.
Step2Presentation(6’)
T:
Herearesomephotos.Doyouknowwhoheis?
S:
HeisLiuXing.
T:
Yes,heisalovelyboyinTV.Whoishisfather?
T:
Herearealsomanypeopleinhisfamily.Let’sguesswhotheyare.Areyouready?
S1:
Ishe?
T:
Youaresowonderful.HeisLiuXing’sgrandfather.
S2:
IsheXiaYu’sbrother?
S3:
IsheXiaXue’suncle?
S4:
IssheXiaYu’saunt?
6
T:
Thanks.Youaresoclever(good/wonderful/…).
Step3Workingon1(10’)
T:
Everyfamilyhasafamilytree,canyoufinishthefamilytree8
Step4Workingon2a(15’)
T:
Welldone!
Nowlet’s