人教版英语七年级上册教案：Unit2 SectionA（1a-2d）.doc

1、Unit2 SectionA（1a-2d） 教案【教材版本与册数】新目标人教版七年级上册 【单元名称】 Unit 2 This is my sister.【课时】Section A 1a-2d （第1、2课时）【课型】Listening and Speaking（听说课）教材分析【本单元话题】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，使学生学会询问家庭成员的称呼，掌握家庭成员的关系。【本单元重点掌握目标】主要学习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

2、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。【教材内容拆分分析】Section A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。【通过本单元的学习学生需掌握哪些综合技能】通过本单元的学习使学生学会谈论自己喜好的学科或自己喜好的其它事情并给出理由；学会说出一周的七天；学会合理地安排自己的作息时间。教学目标1. 语言知识目标：1) 能掌握对家庭成员的称呼的词汇及指示代词：sister, father, mother, grandfather, grandmother, brother, parent (s),grandparent (s), who, they, thi

3、s, that, these, those 2）能掌握以下句型： This/That is his sister. These/Those are his parents. Whos she? Shes my sister. Is this/that your sister? Yes, she is./No, she isnt. Are these/those your parents? Yes, they are. /No, they arent. 3) 掌握指示代词this, that, these, those及它们所构成的介绍他人的句型。4) 能运用所学的词汇及句型介绍自己的家庭成员。

4、2. 情感态度价值观目标：让学生知道他们应当尊敬自己的父母、祖父母及其他家庭成员，在家庭中应多帮助父母做力所能及家务劳动。通过学习对自己的家庭成员会有更清晰的印象，学会与家庭成员和睦相处，从而激发起他们对家人的热爱。教学重难点1. 教学重点：1）the names of family members 2）The usage of demonstratives pronouns: this, that, these, those 2. 教学难点：1) the plural forms of the demonstratives pronouns.2) Train Ss ability to ap

5、ply what theyve learned to their daily life.建议教法情景交际法，任务型教学法，听说课的“3P”教学模式 ： P-呈现（语言输入）P-操练（1.机械操练2. 听力训练）P-运用（语言输出）设置情景意义操练 设计听后活动任务，先模仿再迁移总结，听后设置任务提升学生语言运用能力教学流程（详见活动设计）教学评价1. 本课时的目标设计清晰可操作，活动的设计紧扣目标要求并与目标达成一致。 2.听中的活动设计遵循语言规律，由易到难逐层递进，充分体现语言输入到语言输出的完整过程。 3.听后的活动设计体现对文本内容的深度挖掘和文本再构，体现了对学生思维品格的训练与培养

6、。附：教学活动设计步骤过程措施 目的 持续性评价1预备与激活先期知识Step 1 Warming up and revision1. Greetings T: How are you? Whats your name? Nice to meet you! Whats your telephone number? etc. 2. Let some students show their ID card. T: Whats your first name? Whats your last name? Whats your telephone number? 3. Let Ss introduce

7、their ID card information to class.My first name is My last name is My telephone number is1. 通过新同学打招呼和自我介绍的对话，创设语境。2. 通过相互介绍名片，巩固旧识。通过自我介绍，检查学生是否能用已经学过的词汇回答问题2获取新知Step 2Before listening1. Show Ss a piece of video “家有儿女”. T: (show Xia Yus photo) Whats his name?Ss: His name is Xia Yu.T: We know Xia Yu

8、 has a happy Family. Now lets come into his family. Who is this?Ss: This is Xia Xue.T: Xia Xue is Xia Yus?Ss: Sister.T: Good! Who can spell sister? T: Read after me, sister. (Ask a group of Ss to read the word)2. Show Ss another photos and teach the new words by the same way. (Bb: brother, father, m

9、other, parent (s), grandfather, grandmother, grandparent (s) )T: Now lets chant. Father, father, this is father. Mother, mother, that is mother. Grandfather, grandfather. Grandmother, grandmother. Parents, parents, these are my parents. Brother, sister, those are my friends.3. Work on 1a. Let Ss loo

10、k at the picture in 1a. Then read the words on the left side. Then match the words with the people in the picture. Check the answers with the class: 1. a 2. c 3. b 4. h 5. f 6. e 7. i 8. d 9. g4。1. 教授核心句型Who is he / She? Who are they?2. 教授核心词汇sister, father, mother, grandfather, grandmother, brother

11、, parent (s), grandparent (s), who, they, this, that, these, those 3. 通过书上练习巩固所学词汇1. 通过核心词汇的练习，检查学生是否能够认读词汇2. 通过歌曲的说唱练习，检查学生是否能理解并正确读出关于家庭成员称呼的词汇3. 通过1a的练习，检查学生是否能将单词与物品正确连线Step 3While listeningWork on 1b.T: A boy is talking about his family. Who is he talking about? Now listen and circle the people

12、 the boy talks about. Ss: OK. (Play the recording of 1b twice. Students work.) T: Whats the answer? S: Two brothers and a sister. 1. 通过听力练习，达到语言输入的目的。2. 听第一遍完成教材基本要求，听第二遍提高难度，要求学生用本课目标词汇及句型完成回答问题。3. 通过听音模仿，加大语言输入量以及强化语音语调学习。1. 通过听力练习，检查学生是否能听懂目标词汇与基本句型2. 通过听力练习，检查学生是否能用目标词汇回答问题Step 4Postlistening Wo

13、rk on 1c.1. Role-play the conversation in 1a. Ss work in pairs. Role-play the conversation. Try to remember the sentence structure:This is; That is; These are; Those are Whos she/he? Shes/Hes 2. Look at the picture in 1a. Talk about the other people in the picture with your partner. Using the senten

14、ce structure: This is ; That is; These are; Those are Whos she/he? Shes/Hes 3. Let some pairs act out their conversation. 1. 通过对话练习巩固并检测学生所学的目标词汇及句型是否掌握。2. 通过创编新的对话，进一步巩固所学的目标语言。通过对话练习，检查学生是否能够通过反复朗诵课文，用目标词汇和语言创编新的对话3深度加工知识Step 5While listening Work on 2a & 2b. 1. T: Here are two girls. They are tal

15、king about the family members. Please listen to the recording of 2a in Section A and circle the family members you hear.First lets read the words in the box together. parents mother father sister brothergrandmother grandfather friend grandparentsSs: OK. (Read the words together. Then play the record

16、ing of 2a twice. Students work.) T: Check the answer. (Ask two students to say the answers.) 2. Listen and match.T: Now lets look at the photo of this family. We know this is Jenny. But we dont know who is Bob, who is Jack, who is Linda, who is John and who is Mary. Lets listen and find them. (Play

17、the recording of 2b. Students work.)T: Who find them? (Many students may say they do. Choose two of them to answer.) 3. Listen and answer.1) Whats Cindys mothers name?2) Whats her fathers name?3) Is Mary her sister?结合之前所学的形容词，将其带入本课目标句型，进行目标句型学习与操练。 Thats my family. This / That is my. These / Those

18、are my.1. 通过听力练习，检查学生是否能够通过学习目标句型，利用所学过的单词朗读目标句型2. 通过听力练习，检查学生是否可以通过反复练习掌握目标句型3. 通过听力练习，检查学生是否可以利用目标句型，结合新的话题谈论“家庭”Step 6PostlisteningWork on 2c. T: You come to this home. You see a picture on the wall. There are many people in the picture. You want to know who they are. Use “Whos she/he? Shes/Hes”

19、to find them, please. When you finish, change roles to do it. Now begin. (Students work. Teacher walks round the classroom to see how they are doing and helps the students who need.)T: Lets check your work, please.Ss: OK. (Ask one pair to do it.)S1: Whos she?S2: Shes Jenny.S1: Whos he?S2: Hes John.

20、(Ask two more pairs to do it.) 通过问答练习，检查学生是否能够利用所学目标词语及句型创编新的对话。4评价学生的学习Step 7Role-playWork on 2d.1. Now look at the picture in 2d. This is Janes family. Read the conversation first. Then look at the picture and guess who they are. (Ss read the conversation then guess who the people are. They can di

21、scuss in pairs.) 2. Let students read the dialogue and fill in the blanks. 3. Let Ss read the conversation after the teacher aloud. Then work in groups of three. Practice the conversation. They may change roles as they like. 4. Ask some pairs to act out the dialogue in front of the class. 5. 评价：让学生们

22、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。）1. 通过阅读Role play，学生能通过寻找细节，达到掌握对话大意的目的。2. 通过模仿朗读，以及表演对话，达到语言真实运用的目的。3. 有能力的学生可以在对话原文的基础上创编新的对话，并进行表演，进一步培养巩固学生英语学习兴趣，也检查学生是否掌握当堂课要求达到的教学目标。4. 学生利用所学目标词汇

23、，创编新的对话，巩固拓展学生词汇及语言能力。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。Step 8Summary1. This/That is his sister.2. These/Those are his parents.3. Whos she? Shes my sister.4. Is this/that your sister? Yes, she is./No, she isnt. 5. Are these/those your parents? Yes, they are. /No, they arent. 总结巩固课时所学内容Step 9Homework1. Remember the new words. 2. Try to introduce your family members to your friend orally. 3.登录“优教同步学习网”，完成本课时的基础达标训练。巩固所学词汇及句型学生是否能够通过所学完成家庭作业