人教版英语七年级上册教案：Unit2 SectionB（3a-Self Check）.doc

1、Unit2 SectionB（3a-Self Check） 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 B 3a-Self Check （第6课时）【课型】Writing（复习写作课）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

2、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。【教材内容拆分分析】Section B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) 复习巩固所学的家庭成员的称呼词，能熟练对家庭成员正确称呼。2）能通过阅读有关家庭成员关系的小短文来获得正确的信息，并根据所获得的信息画出家庭成员的照片。3） 能综合运用所学的知识，将自己家庭照片中的成员正确地介绍给他人，将能以小短文的形式写

3、出。4）能将所学的称呼词按性别进行分类。5）通过拓展练习来进一步巩固所学的如何介绍家庭成员的句子结构。2. 情感态度价值观目标：1）通过学习能正确地称呼家庭成员的能分清家庭成员的性别。 2）通过画自己家人的照片，介绍自己的家庭成员来增加自己的对家庭成员的了解，体会家庭成员之间的亲情，并在绘画中获得学习英语的乐趣。教学重难点1. 教学重点：1） 阅读有关家庭成员的小短文，获得相关信息，并能画出恰当的照片。2） 根据照片提示运用所学的句型写一篇介绍家庭成员的小文章。2. 教学难点：1）根据照片提示运用所学的句型写一篇介绍家庭成员的小文章。2）做一些拓展练习来进一步巩固所学的知识。建议教法合作学习教

4、学法教学流程（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.写作练习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.写作练习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。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 1Warming up and revision 1. Greeting the Ss. Check the homework.2. T: We know some students family members. We wa

5、nt to know more students family members. Would you like to introduce your family members to us? SS: Yes.S1: Let me try. T: OK, please.S1: Hello, everyone! My name is Look at this picture, please. This is a picture of my family. This is my father. His name is This is my mother. Her name is They are g

6、ood parents. This is my brother. His name is Look! Its me. Am I funny? I love my family.T: Very good. (Another two students introduce their family.)1. 通过自我介绍，进而以不同口吻，向同伴介绍自己的家庭成员及朋友。2. 通过改变叙事人角度的口头练习，巩固多人称表达。1. 通过介绍家人和朋友，检查学生是否能用已经学过的词汇回答问题2. 通过介绍家人和朋友，检查学生是否可以复述阅读课文2获取新知Step 2Before writingWork on

7、3a1. Read the passage and complete the passage with the words in the box. T: Today lets meet a new friend. His names Paul. He writes a passage to introduce his family. But some of the words are missing. He has a photo of his family, but Im sorry Ive left it at home. Can you read the passage and draw

8、 a photo of Pauls family. Ss: OK. 2. 阅读指导：在阅读时，应注意名词的复数形式以及姓名或称呼所表明的人物的性别。比如，最后一空前面有是称呼sister，因此空格中应为一女孩的名字，可知应填Cindy。3. Ss work with their partners. Then check the answers together.4 Read the passage again. Then try to draw a photo of Pauls family. Let all the Ss show their photos to the class. 1.

9、指导学生观察这个表格，是典型的作文填空题。要求学生在做题时要注意所给的信息，仔细阅读题目的要求，完成句子。 2. 通过文段信息，画出Paul 的家庭。1. 通过填空练习，检查学生是否能够根据信息补全短文大意2. 通过互相核对答案，检查学生是否能够找出别人的错位，进而巩固重要短语和句型3. 通过绘画练习，检查学生是否能够掌握语言知识点3深度加工知识Step 3WhilewritingWork on 3b1. Take out the photo of your family and write a passage about it. 2. Students write their passage

10、s. Teacher moves around the room and helps the students who need. 3. 写作指导： 写作时应注意运用正确的句型，在介绍父母或祖父母等多个人时，可用These/Those are句型；在介绍单个的人时，应用This/That is句型。为了让短文更加活泼，还可用Is this/that?这样的问句，并自己作回答。 4. Let some Ss read their passages aloud to the class. 1. 通过学生自己的家庭照，向同伴做口头介绍。2. 通过模仿3a的家庭介绍，独立思考，进行半控制性仿写。1.

11、通过写作练习，检查学生是否能将教师给出句型运用到自己的写作里面去2. 通过写作练习，检查学生是否能相互批阅作文Step 4PostWritingLet the Ss share their writings. 1. In order to let more students show their passages. Teacher puts some photos and letters on the blackboard. Ask students to come to the front to read the letter and match it with the photo. 2.

12、Ss try to match the photos with the passages. 1. 学生利用所学目标词汇，自己创编新的对话，拓展词汇及语言能力。2. 学生通过分享自创作文，互相批改纠错，巩固目标语言。通过创编对话和作文分享，检查学生是否掌握本单元重点句型4评价学生的学习Step 5Self Check 1 1. We have learned many words for family members. Now lets have a short revision. (Let Ss say the words for the family members in a chain.)

13、 S1: father S2: mother S3: grandfather S4 2. OK. Some words for the family members are male, some are female and other words are both. Now look at Self Check 1, and group the words for family members you have learned. 3. Check the answers. Male: father, grandfather, uncle, brother, cousinFemale: mot

14、her, grandmother, aunt, uncle, cousin Both: parents, grandparents 1. 让学生掌握家庭成员的英文表达，并能分类。2. 学生通过课堂写作实操后，课后完成拓展写作任务通过练习，检查学生是否能够用英语表达家人及家庭关系Step 6Self Check 2 1. When we are not sure about the family members. We always ask about them. Lets sum up the sentence structures we can use: (Ss sum up the sen

15、tence structures with the help of the teacher.) Is this/that? Yes, he/she is. No, he/she isnt. Are these/those? Yes, they are./ No, they arent. Whos she/he? Hes/Shes 2. Now read the conversation between Bill and Dale. Then complete the conversation.3. Check the answers. ( this, Hes, Who, She, these/

16、those, they, are ) 4. Practice the conversation with your partner. 1. 通过补全对话，巩固并检测学生所学的目标词汇及句型是否掌握，进一步巩固所学的目标语言。Step 7Summary1. Is this/that? Yes, he/she is. No, he/she isnt. 2. Are these/those? Yes, they are./ No, they arent. 3. Whos she/he? Hes/Shes 总结巩固课时所学内容Step 8Homework1. Review the words for the family members in this unit. 2. Ask and answer about your partners family members. Write the conversation on your workbook.1. 让学生巩固复习家庭成员表达。2. 请学生自我介绍，并介绍几位好朋友。检查学生是否能够完成拓展部分的书面表达