七年级上册Unit2Thisismysister七上Unit21a1c教案设计.docx

人教版Go for it七年级上Unit 2 SA 1a-1c教学设计石室联中金沙卫娜TitleThis is my sister.UnitUnit 2TextbookGo for itStudentsGrade 7Type of lessonListening&SpeakingTime&date40mi ns & Sep.TeacherWei NaSchoolShi Shi Union MiddleSchoolI Analysis of Teaching Contents课题来源:初中英语人教版教材Go for it七年级上Unit 2学习内容:Section A la-lc学习价值:无论家庭的大小和成员组成，家庭都是充满爱与温暖的地方II Analysis of Students通过平时的观察、谈话了解发现，学生以视觉型和听觉型学习风格为主，因此，学生更容易凭借 经验来学习和理解新的知识。UI Teaching Objectives教学目标知识与技能:今纯家庭员,辨别人物(Introduce people and identify people) 学习策略:充分利用己有知识推测内容，观察图片，推测答案。文化意识人与自我+人与社会僭臧公囹无论家庭的大小和成员组成，家庭都是充满爱与温暖的地方。IV Focal Points最重要的达成目标:介绍人物突破方法、学生牢固掌握Thisis-These/Thoseare一句型结构，这也是学好单复数的关键与重 点。V Difficult Points教学难点、家庭成员的名称以及单复数解决方案从身边人入手，指导学生寻找身边熟悉的人进行介绍。VI Teaching ProcedureStage 1 Greeting ready for learning( 1 min)(3 mins)Stage 2 Lead inSi ep 3Ask Ss to obser ve the pictu re car efullyAnsw cr the questi on by using the sente nee struct ure “The y are talkin g about ，Obser ve the pictu re car efullyAnsw er the questi on by using the sente nee struct ure “The y are talkin g about，Stage 5 Pre-listening la 5'St cp 1Lear n th c ncAskSsRead the wordw w ord、 agai n by matchin g th em a nd p rcdi ct thc wo rds a nd s ente nee patte ms i n ch e list cnin g-read the words in la.s in la.St ep 2Ask Ss to mate h the word s with the peopl e in the pictur e.Mate h the word s with the peopl e in the pictur e.St cp 3Chee k the answ ers by using (his senteChee k the answ ers.ncc structure'、mot her is a”Stage 6 While-listening lb 3，Step 1Exc avat e liste ning mate rials and deep en unde rstan dingInHI trate cult ural cons ciouPlay the tape.Ss listen and circle (he word s they hear in la.Liste n to the tape and circle the word s they hear in la.T asks, Ss answ cr one by one or toget her.mu Hi me diaStep 2Chee k theirChee k the answ ers.sncs S.answers.Stage 7 Post-listening. Oral work 1c 5,Step 1Imit alio n read ing.InGI irate emo lion al attit ude: Fam ilies are plac es of love and war mth. no mattPlay (he tape.Ss listen and repea t.Lisle n to the tape and repea t.Pair workmu Itime diaSt ep 2Show Ss the sente nee struct ure of dialo g 1c. Do an exam piePracti ce the conve rsatio ns.crwithhowbig oragcxxismalstude1 they arent.Ask (hewhoie class pracli ce theconve rsatio ns.InviteSt ep 3some Ss to play their dialo gucs.Play the dialo gucs.Stage 8 Group work. TStep 1Prac tice and cons olid ate the laig et wor ds and sent ence patte m agai n.Show the pictur e ofLily's iamil y toSs.Look at the pictur e of Lily's famil y-GrouP workmu Itime diaStep 2Ask Ss to introd uce Lily's famil y with “this, (hat. these, those “ in group s.Intro duce Lily's famil y with “ihis, that, these, those “in group s.Stage 9 Listen and read and the words aloud.the sounds3'Step 1Mas ter t he p ronu ncial ion r ules of thWrite three vowc 1 sound s on the Bb and teach Ss to read themRead three voweI sound s after T.T teach Ss, Ss listen andmu Itime diaSiep 2ree vow els.Expla in the rules ofpronu nciation.Unde rslan d the rules of pronu nciati on.read.St epAskSs toRead the3read the phon etic symb ols and words aloudphon etic symb ols and words aloudStage 1() Read and circle the word with the different sound in each group. 2'Step 1The ory is appl ied to prac tice to mak e sureAs Ss (o read the tour word s in exam pie to seeRead the four word s in exam pie to see the differ cncc.T asks, Ss answ er one by one or toget her.mu Itime diathatSs have mast eredthepion unci ation rul cs ofthree vo welsthe differ ence.St ep 2Ask Ss to read and circle the word with the differ ent sound in each groupRead and circle the word with the differ ent sound in each groupSt ep 3Chee k the answ ers.Chcc k ihc answ ers.Stage 11 Tick what you can do2'St ep 1Ss chec k whei her the lear ning effic ienc y ofAsk Ss to evalu ate thems elvesEvalu ate thems elves throuSs read and checmu Iti methisthroughkdialesstheonghform.hastheachiform.evedthegoalStage 12 Assigning homework 2'Read la&lb and remember the new words.1. Prepare a picture of family.2. Write a short intnxluction to the(Purpose: Elicit la, activate students' background knowledge, have expectations on what they have learn ed, Preliminary perceptual names of family 'mother, father, parents)。Step 1 Show Ss the picture of Xia Yu.Step 2 Ask Ss "What's his name?”Step 3 Tell Ss "His name is Xia Yu/He is Xia Yu.Step 4 Show Ss the picture of Xia Yu's family.Step 5 Ask Ss "Who's he/she? & Who are they?Step 6 Ss answer by using the sentence structure "He/She is "They are .”Stage 3 Lead in( 3 mins)(Purpose: Elicit la, activate students' background knowledge, have expectations on what they have learn ed, Preliminary perceptual names of family 'brother, sister, grandmother, grandfather, grandparents )Step 1 Show Ss the Family Tree of Xia Yu.Step 2 Introduce brother, sister, grandmother, grandfather to Ss.Step 3 Ss read the new words.Step 4 Ss practice the new words through pair work: "Who's he/she?” “Who are they?Stage 4 Brainstorm( 4 mins)Purpose: Train the students' ability of imagination and observation.)Step 1 Show the picture in la.Step 2 Ask Ss 44What are they talking about?"Step 3 Ss observe the picture carefully. Answer the question by using the sentence structure “They are talking about.”Stage 5 Prc-listcning la( 5 mins)(Purpose: Learn the new words again by matching them and predict the words and sentence patterns in th e listening.)Step 1 Ask Ss read the words in la.Step 2 Ss match the words with the people in the picture.Step 3 Check the answers by using this sentence structure “ mother is a.”Stage 6 While-listening lb( 3 mins)(Purpose: Excavate listening materials and deepen understanding. Infiltrate cultural consciousness.)Step 1 Play the tape, Ss listen and circle the words they hear in la.Step 2 Check their answers.Stage 7 Post-listening. Oral work 1c( 5 mins)(Purpose:Imitation reading. Infiltrate emotional attitude:Families are places of love and warmth, no matter how big or small they are.)Step 1 Play the tape. Ss listen and repeat.Step 2 Show Ss the sentence structure of dialog 1c. Do an example with a good student. Ask the whole class practice the conversations.Step 3 Invite some Ss to play their dialogues.family of Ss'. introduce it to the class the next dayRead and repeat the soundmarks we learn today.3. Preview 2a-2c.Note:T=TeacherSs=Students V= minuteIW=Individual Work GW=Group Work PW= Pair Work CW=Class WorkVD Self-assessment criteria for students* learning学生举手回答问题一次奖励1 point，小组展示一次根据表演质量奖励1-3 pointSoW Blackboard DesignUnit 2 This is my sister. Section A la-lcA: Who's he/she?Who are they? B: He/She is.They are.This/That is my.mother fatherparents sister brother grandmother grandfatherThese/Those are.grandparentsfriendei: grade salewake rain train wait day may saya: pass fast se: ant madask grasp art dark farmer rabbitIXTeaching Reflection1、本课的导入让学生猜电视剧人物，营造轻松的学习氛围，教师对学生的回答 做出评价，鼓励学生参与教学活动；2、语境创设贯穿整个课堂教学，目的是让学生逐步学会运用名称单词介绍家人 以及朋友。从教学的前置任务到基本的对话练习，教学中都注重了语言环境的 创设，使学生展开多种形式的语言训练活动；听力任务分层设计，尽量给学生 以足够的听的机会，指导听力技巧，让学生抓住听力的主要信息，培养学生良 好的听力习惯和技能，体会被动语态的用法，并留意动词的过去分词；学生语 言训练体现生成性，根据所学的词汇短语和语法进行编对话，达到学以致用， 用所获得信息自己组织语言进行班级汇报，有效的锻炼了学生语言组织能力和 表达能力。3不足之处：在听后活动pairwork/groupwork 一环节中涉及到本节课训练的 目标语言、单复数的运用，虽然老师给出样本对话，但大都是中上等学生参 与，其他学生得不到有效练习。4、改进措施：在听后活动pairwork/groupwork这一环节中，老师要重点强调 语言目标以及使用的描述性词语，为两人一组进行对话做好指导。Stage 8 Group work.( 7 mins)Purpose: Practice and consolidate the target words and sentence pattern again.)Step 1 Show the picture of Lily's family to Ss.Step 2 Ask Ss to introduce Lily's family with "this, that, these, those,' in groups.Stage 9 Listen and read the sounds and the words aloud.( 3 mins)(Purpose: Master the pronunciation rules of three vowels.)Step 1 Write three vowel sounds on the Bb and teach Ss to read them.Step 2 Explain the rules of pronunciation.Step 3 Ss read the phonetic symbols and words aloud.Stage 10 Read and circle the word with the different sound in each group. ( 2 mins) (Purpose: Theory is applied to practice to make sure that Ss have mastered the pronunciation rules of th re e vowels.)Step 1 Ss read the four words in example to see the difference.Step 2 Read and circle the word with the different sound in each group.Step 3 Check the answers.Stage 11 Tick what you can do( 2 mins)(Purpose: Ss check whether the learning efficiency of this lesson has achieved the goal.)Step 1 Ss evaluated themselves through the form.Stage 12 Assigning homework( 2 mins)(Pu rpose: Consolidate what you have learned. Pave the way for future classroom teaching.)1. Read la&lb and remember the new words.2. Prepare a picture of family.3. Write a short introduction to the family of Ss Introduce it to the class the next dayRead and repeat the sou nd marks we learn today.2a-2c.St ag e/ Ti m ePur poseTeac her Acti vityStud ent Activ ityInter actio n Patte rnAi dsStage 1 Getting ready for learning rGood mom ing boys &girl sGood morn ing Miss WeiStage 2 leid in3'S te P 1Elici t la, acti vate stud ents' back grou nd kno wlc dge, have expeShow Ss the pictu re of Xia Yu.Look at the pictur e of Xia Yu.T asks, Ss answ er one by one.mu Iti me dias teAsk Ss “Wh at,s his name ?”Ss answe r “Wha t's his names te P 3ctati ons on wha t they have lear ned, Preli min ary perc eptu al nam es of fami iy "mot her, fath er, pare ntsleliSs “His name is XiaYu/H e is Xia Yu.Listen to the teach er's answe r.S tc P 4Show Ss (he pictu re of Xia Yu's tarnil、Look at the pictur c of Xia Yu's fainil y,S (e P 5Ask Ss “Wh o,s he/sh e?& Who arcAnsw er “Who 's he/sh e?& Who arcihey?，they?s te P 6Ss answ er by using the sente nee struct ure “He/ She is “& “The y arc. ，Answ er by using the sente nee struct ure “He/S he is & “They are.Stage 3 Lead in3,S te P 1Elici t la, acti vale stud ents, back grouShow Ss the Farnil y Tree of XiaYu.Look at the Famil y Tree of Xia Yu.T asks, Ss answ er one by one.mu Iti ine diandknoIntnxlLearn thewleucenewdge.brothwordqhaveer.ssexpesister.brothIVctatigrander.onsmothsister.oner,grandwhagrandmothtfathercr.theyto Ss.grandhavefatherlearAskcned.PreliSs toReadteminreadthenarythenew3percnewwordeptu alnamwordss.esAskPractiofSs toce thesfamipractinewteiyce thewordp'bronews4ther.wordsthrousisteIhroughr.ghpairgran dmo then gran dfat her, gran dpar entspair work: “Who 's he/sh e?” “Who are they? ，work: 、,Who's he/sh e?” ''Wh o are they?，Stage 4 Brainstorm4'Step 1Trai n th e stu dent s' ab ility of i mag inati on a nd o bscr vati on.Show the piclur e in la.Look at the pictur e in la.T asks. Ss answ er one by one or togcl her.mu Iti me diaStep 2Ask Ss “Wha t are they talkin g about ?”Answ er “Wha t are they talkin S about