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1、Unit2 This is my sister教學(xué)實際一學(xué)情分析針對本屆七年級學(xué)生基礎(chǔ)相差懸殊的特點，安排設(shè)計了照顧全體的精講多練，由淺入深的活動。設(shè)計了大量的口語對話和角色表演，以解決學(xué)生們口語表達(dá)能力差的問題。另外，根據(jù)現(xiàn)在社會的離婚率很高，班里單親的家庭很多，為了顧及每個孩子的感受，避開讓孩子們談?wù)撟约旱募彝ァ１締卧蒘ection A、Section B和Self Check三部分組成，這三部分緊緊圍繞“家庭”這一學(xué)生感興趣的話題，通過一系列的聽、說、讀、寫、畫等任務(wù)的設(shè)置, 讓學(xué)生學(xué)習(xí)如何“介紹人物、識別人物”。本單元與前后單元不僅在話題、功能上過渡自然，而且在結(jié)構(gòu)上銜接緊密。本課時
2、主要涉及Section A部分的教學(xué)。二教學(xué)目標(biāo)A、語言知識1）學(xué)習(xí)并掌握與家庭成員有關(guān)的詞匯father, mother, grandfather, grandmother, brother, sister, uncle, aunt, parent (s), grandparent (s), friend 等;2）學(xué)會初步運用指示代詞this/that/these/those與人稱代詞 he,/she3) 句型This/That is . These/Those are . Whos she/ he ? Whore they?B、語言技能 要求學(xué)生能進(jìn)行簡單的人物關(guān)系的描述，傳達(dá)信息；能根據(jù)
3、相關(guān)信息辨別人物；能簡單地介紹自己的家人和朋友；培養(yǎng)學(xué)生聽、說、讀、寫和創(chuàng)新能力。C、情感態(tài)度讓學(xué)生在具體的語言情境的交際中，感受英語所帶來的實用性及成功的喜悅，增強(qiáng)學(xué)生學(xué)習(xí)英語的興趣和信心；通過對家庭成員之間關(guān)系的描述，增進(jìn)學(xué)生熱愛家人的情感，以及增進(jìn)同學(xué)之間對彼此家庭的了解；鼓勵學(xué)生之間地積極的良性的交往及合作，培養(yǎng)友好互助的精神。三教學(xué)重難點：重點：1)掌握家庭成員的稱謂。2)介紹和詢問家庭成員。難點:1)在復(fù)數(shù)情況下運用代詞these, those并注意搭配的Be動詞為are。2)要求學(xué)生可以用簡單的語句在口頭上和書面上來描述家庭成員。四教學(xué)方法：新課程重視以人為本，強(qiáng)調(diào)素質(zhì)教育，重視
4、課堂中知識的生成。在教學(xué)中，要注意發(fā)揮學(xué)生的主體作用，把空間留給學(xué)生。抓住七年級學(xué)生活潑好動，表現(xiàn)欲強(qiáng)的心理特點，課堂上我設(shè)計了大量的聽、說、讀、寫的訓(xùn)練，啟發(fā)學(xué)生動腦思考，鼓勵學(xué)生大膽開口，暢所欲言，盡可能運用英語表達(dá)實際意義，從而最大限度地調(diào)動學(xué)生的積極性和主動性。教學(xué)中，我主要通過合作學(xué)習(xí)小組競爭又互助的形式，精講巧練，由淺入深，由易到難，由已知到未知，循序漸進(jìn)地深化教學(xué)內(nèi)容。展開以教師為主導(dǎo)，以學(xué)生為主體的師生雙邊活動。五Teaching steps （教學(xué)步驟）1. Warming-up and revision（課堂熱身和復(fù)習(xí)） (1)Daily greetings to the
5、studentsT: Hello, Whats your name?S: My name is T: Nice to meet you!S: Nice to meet you, too!(2) Revision （復(fù)習(xí)）1）T: Whats this in English? (Show some pictures or play PPT) S: Its a jacket. T: Spell it, please. S: J-A-C-K-E-T, jacket. T: What color is it? S: Its purple. 2）T: Is he Eric? （指著班上的學(xué)生進(jìn)行問答。）
6、 S: Yes, he is. T: Is she Cindy? S: No, She isnt. Shes Helen. T: Whats his name? S: His name is Bob. 3）T: This is . （利用書上所出現(xiàn)的人物圖片引導(dǎo)學(xué)生說出名字。） S: Alice. This is Alice. T: These are S: Mike and Tom. These are Mike and Tom. T: That is S: Frank. That is Frank. T: Those are S: Cindy and Dale. Those are Cin
7、dy and Dale. 【教學(xué)設(shè)計說明】復(fù)習(xí)前幾個單元的基本句型，是對所學(xué)知識的回顧，也是正式上課前的熱身。讓學(xué)生指認(rèn)班上的同學(xué)并詢問姓名，把學(xué)生的語言交際放在真實的情境中，可以極大地調(diào)動學(xué)生的學(xué)習(xí)興趣。通過復(fù)習(xí)學(xué)生已知的人物，引出介紹人物的句型。2. Presentation （呈現(xiàn)新知識）T: Whats this in English?S: (Teacher helps the students to say) Its a picture/photo. T: Yes, this is a picture of a family. Can you see the woman? This
8、is my mother. (板書mother) She is my mother. Read after me, mother. S: Mother, mother, mother. T: Can you see the man? That is my father. (板書father) He is my father. S: Father, father, father. T: Mother is my parent. Father is my parent, too. (板書parent) These are my parents. (板書these, parents) They ar
9、e my parents. Read after me. Explanation: 名詞分為可數(shù)名詞和不可數(shù)名詞兩類?？蓴?shù)名詞有單數(shù)和復(fù)數(shù)之分，變?yōu)閺?fù)數(shù)形式時，一般情況是在單數(shù)名詞后加“-s”，如：penpens, parentparents； (以此方法將圖片上的grandfather, grandmother, grandparents, brother, sister引出)【教學(xué)設(shè)計說明】借著上一步復(fù)習(xí)的句型，拿出一張全家福，引入到family的話題；分別指向相應(yīng)的人物來介紹，引出新的詞匯，并教學(xué)生朗讀，以確保他們發(fā)音的正確。在此環(huán)節(jié)的最后，說明可數(shù)名詞單數(shù)變復(fù)數(shù)的最基本用法，為后面進(jìn)一
10、步的學(xué)習(xí)埋下伏筆。3. Work on 1a （完成1a）1) T: Now, please open your books and turn to Page 7. Look at 1a. You can see a picture of Daves family and some words we learned just now. Please match the words with the people in the picture. 2) Check the answers.3) Ask some individuals to read aloud the words. 【教學(xué)設(shè)計說
11、明】說到match的時候用手做比劃，示范什么是match。學(xué)生完成任務(wù)后再抽學(xué)生朗讀，主要是檢查他們是否掌握了這些詞匯的讀音。4. Drill (練習(xí))T: Now, you are Dave. Please cover the answers of 1a by using a piece of paper. And then listen to me carefully. I will give you a letter. You can look at the picture and tell me this letter means. For example, I say “a”. Yo
12、u should say “This is my mother.” I say “b”. You should say “These are my parents.” Understand? T: OK. Lets begin. Tom, Stand up, please. Your letter is “e”.Tom: This is my grandfather. T: Good job. Next one is 【教學(xué)設(shè)計說明】讓學(xué)生扮演圖片中的人物Dave，是幫助他們用第一人稱來介紹家庭成員，進(jìn)一步熟悉剛學(xué)到的新詞匯。5. Work on 1b （完成1b）（1） T: Next, I
13、 will play the recording. Please listen carefully, and circle the people the boy talk about in the picture. （2）Play the recording for the first time. Students only listen. （3）Play the recording for the second time. Students listen and circle the words they hear. （4）T: Do you get the answers? Who doe
14、s the boy talk about? S: T: Well done. Who does the boy talk about? S: （5）Play the recording again for the students to listen and repeat. 【教學(xué)設(shè)計說明】此環(huán)節(jié)著重是聽力訓(xùn)練。讓學(xué)生在聽對話的過程中抓住關(guān)鍵詞匯，由于前面已做了一些訓(xùn)練，因此學(xué)生聽起來比較容易，讓他們都有一次成功的喜悅和感受，這樣可以增強(qiáng)他們的學(xué)習(xí)自信心。6. Presentation （呈現(xiàn)新知識） Draw a boy and two boys on the board and prese
15、nt the sentences: 1) This is my friend. These are my friends. （教師站在黑板近處） Whos he? Hes my friend. Who are they? They are my friends. 2) That is my brother. Those are my brothers. （教師站在理黑板較遠(yuǎn)的地方） Whos he? Hes my brother. Who are they? They are my brothers. 【教學(xué)設(shè)計說明】此環(huán)節(jié)通過教師所站的位置來表示this，these 和that，those的
16、區(qū)別，同時也讓學(xué)生明白單復(fù)數(shù)形式表達(dá)的詞匯是不同的。7. Work on 1c （完成1c）（1）T: Now you are Dave. Please introduce your family to me. You can use “Thats my Those are my ” （2）T: Whos she/he? S: He/She is my （3）T: Now please open your books at Page 57. Look at Note 1 in Unit 2. Lets learn the culture: 中外家庭親屬成員之間稱謂的文化差異【教學(xué)設(shè)計說明】此環(huán)
17、節(jié)是讓學(xué)生運用所學(xué)句型來進(jìn)行操練，有利于鞏固所學(xué)句型。同時，讓學(xué)生看書后57頁的注解，幫助他們了解中外家庭親屬成員之間稱謂的文化差異。8. Work on 2a & 2b (完成2a和2b)（1）T: Please turn to Page 8. Look at the words in 2a. Read them aloud.（2）T: Now lets listen to the recording carefully and circle the words you hear. （3）T: Can you get the answers? Please check the answers
18、. （4）T: Please look at 2b. Ill play the recording once again, and you match the words with the people in the picture. （強(qiáng)調(diào)match）（5）T: Who is Jenny? S: She is “d”. T: Whos ? S: 【教學(xué)設(shè)計說明】此環(huán)節(jié)進(jìn)一步鞏固了本堂課所學(xué)的詞匯和句型。通過反復(fù)聽讀，可以讓學(xué)生盡快熟悉生詞。學(xué)生將單詞與人物連線，是檢查學(xué)生能否根據(jù)所聽到的內(nèi)容辨認(rèn)圖中的人物。9. Work on 2c （完成2c）（1）Teacher points at th
19、e picture and practices with the students. T: Please look at the picture again. Whos she? S: Shes Cindy. T: Whos he?S: Hes her father. （2）Now you can practice talking about the photo in 2b in pairs. 【教學(xué)設(shè)計說明】此環(huán)節(jié)先通過教師與學(xué)生的對話示范，讓學(xué)生清楚教師的意圖怎么進(jìn)行對話。然后學(xué)生兩人一組進(jìn)行操練，可以使他們更加容易并熟練地掌握本堂課的內(nèi)容。10. Homework （課后作業(yè)）Oral: 1. 朗讀并熟記第7頁的單詞和句子。 2. 準(zhǔn)備一張全家福，用所學(xué)的單詞和句型進(jìn)行介紹。（提醒學(xué)生記住在本單元后面的幾堂課上都要使用。）Written:抄寫第7頁的單詞和句子。6 / 6
人教版七年級英語上Unit 2 This is my sister Section A (1a-1c) 教學(xué)設(shè)計
