人教版七年级上Unit2-This-is-my-sister-Period-参考教案.docx

（新版）人教版七年级上Unit2 Periodl参考教案The First Period （Section A la - 2c）Teaching aims （教学目标）1 .学会表述家人的称谓。2 .能听懂有关介绍家庭成员的对话。3 .学会介绍家人。4 .学会用特殊疑问句来询问家人的称谓。Language points （语言点）1 .词汇：1）名词 n. sister, mother, father, parent, brother, grandmother, grandfather, grandparent, family2）代词 pron. those, who, these3）感叹词 inter, oh2 .句型:This/Thatis.These/Those are .Who's she? She's .Difficulties （教学难点）1 .表示人物称谓的名词的读音及拼写。2 .名词复数的正确使用。Teaching steps （教学步骤）1. Warming-up and revision （课堂热身和复习）（1） Daily greetings to the studentsT: Hello, What's your name?S: My name is .T: Nice to meet you!S: Nice to meet you, too!（2） Revision （复习）1） T: Whafs this in English? （Show some pictures or play PPT）S: It's a jacket.T: Spell it, please.学生训练对话，提高口语表达能力3、总结语法知识点名词复数的用法练习4、作业1. Remember the new words.2. Try to introduce your family to your friend orally.This is一That is一He' s She' s These are Those are Unit2 This is my sisterfather, motherparentsThis is-Thatisgrandfather,gran dmother, grandparents,These areThoseareSon, daughterHe ' s /she'ssister,brotherUnit 3 Is this your pencil? Section A la- 1c.I . Teaching materials analysis1) Teaching contents2) Status of the teaching materialThe topic of this unit is "Things in the classroom99, From this lesson, it starts asking the Ss to grasp Yes/No Questions and master the Possesive Pronouns.Therefore, this lesson is in the important position of the teaching material.3) Main points and difficult points(l)Yes/No Questions.(2)The usages of Possesive PronounsII. Analysis of studentsMost of Ss can understand some words and some simple sentences. They are interested in English now. But some of them can' t speak English well ,they are short of confidence.So in this class, V 11 encourage more Ss to speak English by doing and using.IH.Teaching aims(A ) Knowledge aimsl.Ss can master Yes/No Question.Is this/that your pencil? Yes ,it is.It' s mine.No,itisn' t.It' s his./hers.Are these /those your books? Yes ,they are.They' re mine.No,they arent.They' re hers/his.2.Learn to use Possesive Pronouns, (my,his ,her ,mine,his ,hers).(B)Ability aim: To train the students' ability of communication.(C)Emotion aims:1 .To enable the Ss help others.2 .To enable the Ss to look after their things well.3 .Return the things that they find or borrow to the owner as soon as possible.IV.Teaching and learning methods(教法与学法)Teaching methods(教法设计)(1) Situational teaching method(2)Task-based teaching method(3)Groupwork studying(4)Game-playing methodLearning methods (学法指导)：(l)Independent study(2)Cooperation learning.(3)Inquiry learning.Teaching aids(教学手段)：Multi-media computer,Software: Powerpoint, school things and so on.V .Teaching procedures (教学流程)：Step 1 Review and lead-inActivity 1 Greet the class as usualActivity 2 Sing a song together. The name of the song is My Family (设计意图：播放 歌曲，营造轻松愉快的学习氛围，并因势利导，使用自己的家庭照作材 料，采用师生之间的交流方式，自然复习形容词性物主代词，为之后的 名词性物主代词的学习做了很好的铺垫)T:Do you love your family? Ss:YesT:I love my family,too. Today I will introduce my family members to you .Look at these photos.Who is she?Ss:She is my English teacher.T:Yes,this is your English teacherIntroduce the other two family members in the same way.Step 2 Teach the new wordsT:Teach the new words using some pictures.(设计意图：采用多媒体这一教学手段直观 易懂，让学生轻松获得信息，从而达到了教是为了不教的目标。)T:I am a teacher. My daughter is a student .Her father is also a teacher. So we have many school things.Do you want to know what they are?Ss:YesStep 3 consolidationActivity 1: Play a gameShow your（设计意图：这一活动能够刺激学生积极思考，考察了学生快速反应能力且能对新授单词进行很好的初步巩固）T: I say show yourplease put up your school things,and say this word together.OK?Ss:OK.Activity 2； Play another gameWhat's missing?（设计意图:采用竞赛的教学方法，能充分调动学生的积极性，并很好地考察了学生的观察能力，并对单词做了更深层次的巩固） T:Do you like games?Ss:Yes. OK,Now Let's play another game. This time we'H have a PK between boys and girls .First let's sing a song to encourage ourselves.T:Play the song -WeHl rock you.（设计意图：本句歌词，铿锵有力，能激起学生打败对方 的斗志。）Please look at these pictures carefully,and then tell us what's missing?The student who can get the right answer can get a star Step 4 Practice1） Do Exercise la （设计意图：让学生对所学习的单词做到音，形，义全面掌握，为 下一步的听力做好准备。）2） Check the answers.Step 5 PresentationActivity 1 Watch and answerWatch a magic performance and answer my questions.（设计意图：有趣的魔术表演能 够更大程度的吸引学生的注意力，从而顺理成章地呈现了新句型）Activity 2 Practice with students （设计意图：师生练习，难度较小，能够大大增加学生的自 信心。）Activity 3 Students practice with their partners （设计意图：生生练习，使他们通过合作，交流 练习，更好地巩固所授新句型，并大大增强了他们的团队合作精神。）Step 6 Explain the usages of Possesive PronounsActivity 1 Game： Memory ChallengeHave a PK between boys and girls again.（设计意图：再次展开竞争，既有利于巩固所学知识， 又有利于活跃课堂气氛，调动学生的积极性。）Step 7 Listending practice （设计意图：听力训练是对前面的词汇教学，句型教学的延伸， 是对前面各项学习的大检阅，让学生体验语言和感受语言。）Do Exercise lbStep 8 Practise and consolidationActivity 1 Find the owner （设计意图：创设情境，学生通过合作与交流，能够进一 步巩固句型）T： Please look here,this is a Lost and Found case .There are many school things in it .Please help me find the owner.Each student only have two chances. The student who can find the owner can get a star.Step 9 Enjoy some pictures （设计意图：学生放松的同时，了解世界各地的失物招领处的标 志和设置。）Ask the students to remember to return the things that they find or borrow to the owner as soon as poss为色（设计意图：培养学生拾金不昧的积极的情感态度。）SteplO Summary （设计意图：通过闪卡的形式再现本课的词汇和重点句型，让学生回顾前 面所学的内容并巩固本课的语言知识。）What have we learned in this class?Let,s have a summary.Stepll Homework （设计意图：让课内，课外均成为语言的训练场所，做到学之即用，语 言知识与实际知识相结合，强化意识，增强语言的实用性.）After class, make your own conversations to help teachers find the owners.Stepl2 A prize-giving ceremory （设计意图:对学生的比赛成绩进行总结，并颁发金银奖 牌，增强了他们继续努力的意志。）Blackboard design:Unit 3 Is this your pencil?Section A la- 2c.Groupl T1Group2*本课时为人教版新目标七年级上册Unit3 Is this your pencil? SectionA第一课时。本 课主要围绕学习用品展开一系列教学活动，要求学生掌握一些关于学习用品的新名词，学会 用“Is this / that？ Are these，一?”来询问物品的所属并能用“Yes, it is. / No, it isn, t. Yes, they are. No/, they aren' t”来回答。通过讨论物品归属，培养学生爱护学习用品 并养成拾金不昧的好品质。反思本课的课堂实际教学，本堂课存在以下可取及有待改进之处：一、可取之处创设真实语境、创设问题语境。在教授新单词时，使用自己的家庭照片，来介绍家庭成员， 并顺理成章的引入目标单词，在巩固单词时。选用了 show your,whats missing ?1两个游 戏，学生参与范围广，兴趣强烈。在进行目标语言句型教授时，引入一个魔术表演视频，更 好的吸引了学生的眼球，为句型的学习奠定了很好的基础。本课中，在操练完句型Is this your pencil?之后，让学生对此语境进行寻找失主这一 活动。教学情境熟悉、真实，学生乐于表演，气氛和悦。在教学中起了激趣的作用，又适时 的进行了拾金不昧的情感教育。效果明显。在教学过程中，我每呈现一个活动任务，二人的小组立刻投入活动中进行积极对话练习中， 小组学习效果较好二、有待改进之处：1 .有些指令学生不太明确，如让学生跟读句子，学生对句子做了回答.2 .学生对话展示时，由于话筒没有开启，声音稍低3 .板书中的简笔画不够美观。在以后的教学中，我会不断学习，不断改进自己的教学方法。S: J-A-C-K-E-T, jacket.T: What color is it?5: It's purple.2） T: Is he Eric?（指着班上的学生进行问答。）S: Yes, he is.T: Is she Cindy?S: No, She isnt She's Helen.T: Whafs his name?S: His name is Bob.3） T: This is .（利用书上所出现的人物图片引导学生说出名字。）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 Cindy and Dale.【教学设计说明】复习前几个单元的基本句型，是对所学知识的回顾，也是正式 上课前的热身。让学生指认班上的同学并询问姓名，把学生的语言交际放在真实 的情境中，可以极大地调动学生的学习兴趣。通过复习学生已知的人物，引出介 绍人物的句型。2. Presentation （呈现新知识）T: Whafs this in English?S: （Teacher helps the students to say） It's a picture/photo.T: Yes, this is a picture of a family.Can you see the woman? This is my mother.（板书 mother） She is my mother. Read after me, mother.U: Mother, mother, mother.V: Can you see the man? That is my father.（板书 father） He is my father.W: Father, father, father.X: Mother is my parent. Father is my parent, too. （板书 parent） These are my parents（板书 these, parents） They are my parents.Read after me.Explanation:名词分为可数名词和不可数名词两类。可数名词有单数和复数 之分，变为复数形式时，一般情况是在单数名词后加“-S"，如：pen>pens, parent 一 parents ；（以止匕方法各图片上的 grandfather, grandmother, grandparents, brother, sister 引出）【教学设计说明】借着上一步复习的句型，拿出一张全家福，引入到family的 话题；分别指向相应的人物来介绍，引出新的词汇，并教学生朗读，以确保他们 发音的正确。在此环节的最后，说明可数名词单数变复数的最基本用法，为后面 进一步的学习埋下伏笔。3. Work on la （完成 la）1） T: Now, please open your books and turn to Page 7. Look at la. You can see a picture of Dave's 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.【教学设计说明】说到match的时候用手做比划，示范什么是match。学生完成 任务后再抽学生朗读，主要是检查他们是否掌握了这些词汇的读音。Tom: This is my grandfather.T: Good job. Next one is .【教学设计说明】让学生扮演图片中的人物Dave,是帮助他们用第一人称来介 绍家庭成员，进一步熟悉刚学到的新词汇。5. Work on 1b (完成 lb)(1) T: Next, I 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 does 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.【教学设计说明】此环节着重是听力训练。让学生在听对话的过程中抓住关键词 汇，由于前面已做了一些训练，因此学生听起来比较容易，让他们都有一次成功 的喜悦和感受，这样可以增强他们的学习自信心。6. Presentation (呈现新知识)Draw a boy and two boys on the board and present the sentences:1) This is my friend. These are my friends.(教师站在黑板近处)Who's he? He's my friend.Who are they? They are my friends.2) That is my brother. Those are my brothers.(教师站在理黑板较远的地方) Who's he? He's my brother.Who are they? They are my brothers.【教学设计说明】此环节通过教师所站的位置来表示this, these和that, those 的区别，同时也让学生明白单复数形式表达的词汇是不同的。7. Work on 1c (完成 1c)(1) T: Now you are Dave. Please introduce your family to me. You can use “That's my . Those are my(2) T: Who Work on 2c (完成 2c)(1) Teacher points at the picture and practices with the students.T: Please look at the picture again. Who's she?S: She's Cindy.T: Who's he?s she/he?S: He/She is my .(3) T: Now please open your books at Page 57. Look at Note 1 in Unit 2. Let's learn the culture:中外家庭亲属成员之间称谓的文化差异【教学设计说明】此环节是让学生运用所学句型来进行操练，有利于巩固所学句 型。同时，让学生看书后57页的注解，帮助他们了解中外家庭亲属成员之间称 谓的文化差异。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 let's listen to the recording carefully and circle the words you hear.(3) T: Can you get the answers? Please check the answers.(4) T: Please look at 2b. I'll play the recording once again, and you match the words with the people in the picture. (强调 match)(5) T: Who is Jenny?S: She is "d”.T: Who，s .?S:.【教学设计说明】此环节进一步巩固了本堂课所学的词汇和句型。通过反复听读, 可以让学生尽快熟悉生词。学生将单词与人物连线，是检查学生能否根据所听到 的内容辨认图中的人物。S: He's her father.（2） Now you can practice talking about the photo in 2b in pairs.【教学设计说明】此环节先通过教师与学生的对话示范，让学生清楚教师的意图 怎么进行对话。然后学生两人一组进行操练，可以使他们更加容易并熟练地掌 握本堂课的内容。10. Homework （课后作业）Oral: 1.朗读并熟记第7页的单词和句子。2.准备一张全家福，用所学的单词和句型进行介绍。（提醒学生记住在 本单元后面的几堂课上都要使用。）Written:抄写第7页的单词和句子。人教版七年级英语Unit2 This is my sister Section A教学设计一、教学目标知识目标：1、帮助学生四会掌握以下单词 grandfather,grandmother, grandparents,father, mother, parents, son, daughter, sister, brother, aunt, uncle, cousin, friend, these, those,并对复数形式有初步了解。2、询问别人的家人与向同学或朋友介绍自己的家人，人称代词 的用法 I he she they;同时注意this that it的复数表达形式 these those they 以及动词 are。3、一般疑问句的肯定、否定回答名词复数的使用。be动词的肯定、否定句的用法be动词引导的一般疑问句的肯定、否定回答能力目标：通过本节课学习，学生就家庭成员相互之间应该能用英语介绍、 询问、交流。并能用英语在脑子里对个家庭成员的关系进行思考。例如见到 father' s mother,他们能反应出是指grandmothero同时基本上辨 别什么时候用单数什么时候用复数。德育目标：通过对家庭成员的学习 学生对自己的家庭成员会有更清晰的 印象从而激发起他们对家人的热爱。二、教学重点及难点重点：熟练掌握各家庭成员的名称会读会说会用这些词汇交 流。这个单元最主要的就是学习个家庭成员英语的表达 而几乎所有的单词 都集中在第一课时。所以这课时四会掌握这些单词应该是重中之中。难点：复数的认识和正确运用。汉语表达中完全没有复数概念“这是一本书” “这是三本书” 除了多了个数字其他没有 任何变化。而英语必须这样说This is a book. These are books.所有 的单词都相应的发生了变化。因此中国学生在学习复数的时候特 别难。我们的语言没有这个习惯。三、教学准备学生最好能带上自己家的全家福，或家庭成员照片四、教学过程1、导入新课，引出新知口语对话进入英语学习氛围T: Good morning/Good afternoon ,boys and girls!Ss: Good morning/Good afternoon ,teacherT: How are you?Ss: I'm fine,thank youfamily单词中字母代表的意义我们身边有一家我们非常熟悉的一家人，让我们一起去拜访他 们，观看图片，问学生问题引出本课新单词：sister> father> mother> brother > parents > grandparents o2、新课教学，传递新知观看书本上图片并找出相关人物Pair-work :训练学生口语表达能力A: That' s my family. Those are my parents.B: Who' s she?A: She, s my sister. Oh, and these are my brothers.B: Who' s that old man?A: He' s my grandfather.听力训练Listen and circle the words you hear,听录音 完成任务要求的 圈出男孩谈到的人物。校对答案。Listen again. Match the names with the people in the picture.口语表达，回答对话中问题©Pair work训练口语表达，进行小组对话练习，可以更改有关的 人物称呼,模仿课文编出自己的一段话，轮流谈.阅读训练，Read the dialogue in 2d and fill in the blanks.(5)Role play conversation4. Drill （练习）T: Now, you are Dave. Please cover the answers of 1 a by using a piece of paper.And then listen to me carefully. I will give you a letter. You can look at the picture andtell me this letter means. For example, I say “a”. You should say “This is my mother/4 * * * * 9I say “b”. You should say “These are my parents." Understand?T: OK. Let's begin. Tom, Stand up, please. Your letter is “e”.