Unit 1 第2课时 Section A教案 初中英语 人教新目标 七年级上册 （2022学年）.docx

Unitl My name's Gina.Section A GF-3c单元Unitl课时第2课时教学 目标语言知识：1 .通过情境体验，能够复习运用目标语言和他人打招呼、介绍自己并认识他人， 提升口语交际能力。2 .通过观察图片回答以下问题和填空练习，掌握人称代词和物主代词的基本用法。3 .通过观察句型，缩写和句型转换等活动，了解并掌握be动词的用法。学习能力：1 .通过语法填空和观察句型，能够对语法规律进行总结，提高理解能力和归纳总 结能力。2 .通过分类练习和造句训练，能够强化对语法知识的运用能力。文化意识：通过礼貌用语的学习和问候交际练习，能够了解中外问候交际用语的区别，体验 不同的文化带来的魅力。思维品质：通过课堂活动的体验，能创造性地表达自我，提高跨文化交际意识，提升适应新环境的能力。教学 重难点1 .通过观察图片回答以下问题和填空练习，掌握人称代词和物主代词的基本用法。2 .通过观察句型，缩写和句型转换等活动，了解并掌握be动词的用法。教学 工具IWB, PPT教学 方法任务型教学法、情景父际法教学过程教学步骤课堂活动学生活动设计意图Step 1Lead-in1 .Greeting.2 .T plays a video to review the theme of this unit-how to greet people and introduce yourself.3 .T encourages ss to sing together.4 .T asks students to talk in lines to观看歌曲视频并 跟唱。以开火车的方式利用动画，复习主题 一如何打招呼和介 绍自己，引导学生跟 唱，激发学生学习兴 趣，活跃课堂气氛。 通过开火车和看图Step 2Presentationgreet, ask and introduce each other.5.T shows some pictures of some famous people and asks students to answer the question.1. T asks students to look at the picture of Frank and answer the questions: Are you Mike? What's your name?2. T shows the answers and circle the Personal pronounsyou/I and Adjective possessive pronouns your/my with the meanings and the phonetic symbols.3. T teaches the rest Personal pronouns and Adjective possessive pronouns by using the same way.4. T shows a chart of Personal pronouns and Adjective possessive pronouns and asks students to fill in the blanks.5. T asks students to translate the phrases and sentences and try to find out the rules of Adjective possessive pronouns.6. T asks students to read the sentences and circle the “Be verbs”.7. T shows the key points of Be verbs.跟前后桌的同学 打招呼，询问姓 名并自我介绍。 根据图片，用第 三人称的进行提 问并回答。观察图片，回答 问题。说话的活动复习上 节课所学内容一第 一人称和第三人称 询问姓名并回答。学习并朗读老师 圈出的人称代词 和形容词性物主 代词。通过图片和提问的 方式，引导学生在具 体语境中发现并学 习人称代词和形容 词性物主代词，更能 帮助学生理解和应 用。将人称代词和形 容词性物主代词 的表格填充完整 并做好笔记。将以下词组和句 子翻译出来，并 根据提示找出形 容词性物主代词 的使用规那么。朗读并圈出GF 框内的be动词。 观察句型，通过 老师的提示，找 出be动词的使 用规那么。用be动词填空，学生在补全表格和 做笔记的过程中，相 当于将表格记忆了 一遍。通过翻译活动，引导 学生观察并找出规 律，培养学生自主学 习的好习惯。通过引导学生朗读 并自主观察的方式， 培养学生的探究意 识。做题技巧的教授帮 助学生更好更快更8. T asks student to look and read the sentences to find out the rules of be verbs.Step 3Practice9. T asks students to use the be并将做题技巧做高效的解题。verbs to fill in the blanks and好笔记。teaches the skills about how todeal with these questions.10. T asks students to answer the将以下词组的缩通过演绎法和观察abbreviations of the following写形式写出来，法，充分发挥学生的phrases and teaches them the rules将规那么做好笔主观能动性，语法规for abbreviations.记。那么都由学生自寻，老11. T shows the different sentence观察句型，根据师扮演引导者和辅structures of be verbs不同颜色标识的助者的角色，更有利12. T marks different sentence句子成分框找出于学生创造性思维components with different colors不同句型的结构的培养。and leads students to summarize式，并将口诀做the structures.好笔记。13. T teaches the pithy formula forsentence pattern transformation.1. T asks students to read the将以下人称代词通过两个分类练习personal pronouns and和形容词性物主题，帮助学生更好的adjective possessive pronouns代词进行分类。区分人称代词和形and put them in right place.容词性物主代词以2. T asks students to put the将以下主语放到及be动词的基本用subjects in right place.匹配的be动词法。3. T asks students to use the be区域内。verbs to fill in the blanks.4. T asks students to change the将以下句子改成通过句型变换的练following sentences into否认句和一般疑习，帮助学生更好的negative sentences and问句。掌握和应用be动词general questions.的不同句型结构。5. T asks students to finish the完成书本3a练task 3aput the words in习。回归课本，将语法知order to make conversations.识落实到具体练习Then practice them.题上来。6. T asks students to finish the完成书本3b练task 3b-complete the习。conversation and practice it with your partner.7. T asks students to choose the right answers.读题并选择正确 的选项。培养学生的应试能 力。Step 4Production1. Ask Ss to read the contents on grammar focus part, and make a summary.2. Show Ss grammar focus part and ask Ss to answer the questions.QI: sentence pattern about asking fbr others' names.Q2: sentence pattern about introduce yourselves.Q3: introduce others(This part is easy for Ss to make a summary. And T must show the summary on PPT after Ss share.) 3. 3c Group workT can ask Ss to introduce their group members to the class.(Ss can introduce the students in their rows or their group members. T correct their grammar mistakes while Ss are sharing. After Ss share, T ask how many students they remember. Ss who can remember the most names can get a star.)朗读书本 Grammar Focus 局部，并尝试将 这些句子根据老 师的提示问题， 按功能进行分 类。根据句型，介绍 你组内的同学。完成书本3c部 分的活动，看看 你能记住多少个 名字。通过朗读，帮助学生 快速并集中的熟悉 A局部重点句型，再 通过问题的引导，帮 助学生将句子进行 分类，明确各类句型 的具体功能，为接下 来的小组活动打好 基础。这个小组互动很有 效的调动了学生积 极性帮助他们练习 句型，同时培养他们 的瞬间记忆能力。Step 5LanguagePointsExplanationT explains knowledge points.将知识点做好笔 记。将本节课重点汇总 系统的进行讲解和 分析，帮助学生形成 语言体系。Step6 ExercisesT assigns the test.完成课堂练习。让学生在课上练习消化知识点，及时操 练重点知识点和目 标语言，让教师把握 学情。Step 7SummarySummarize the key content in this lesson.跟随老师一起进 行内容总结。总结本课所学内容， 巩固加深印象。利用将思维导图给 学生进行有序的梳 理。Step 8Homework1. Preview the new words and phrases in Section B(la-le).2. Do the exercises in students9 book.将家庭作业做好 记录。检查学习效果，加深 对知识的理解和记 忆。板书设计：New wordsKey sentenceshis, and, her, yes, she, he, no, notA： What*s his name?B ： His name is Luo Tao. = He is Luo Tao.A： What's her name?B ： Her name is Cindy.= She is Cindy.教学反思：本课时的话题从Whafs your name?延伸为What's his/her name?回答也变为第三人称单数， 重点让学生接触英文语法中人称和数的概念。让学生反复练习，不要害怕出错，要大胆训练， 不断提高。