2022年UnitThisismysister18.docx

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1、Unit 3 This is my sister一、教案目标对人物进行简洁的描述依据相关信息辨别人物能简洁介绍自己的家人和伴侣二、教案设计的思路及教案建议思路：本单元的 Topic 是“Talk about family；这是”每个同学都熟识且感到亲切的话题，因此同学参加各项活动的积极性、主动性会比较高，而且每位学语言目标学习策略与思维技巧重点词汇* 运用对话练习，把握如何用于介绍家人、朋友；- 6 - / 6This is my brother.Is she your sister. Yes, she is./ No, she isnt.* 运用对话练习，猎取家庭基本信息；* 通过学习、识别

2、、记忆，学会归纳、总结一些单词的构成（复合 词）学会巧记单词；bother, father, sister,brother, grandmother, grandfather, grandparent, uncle, aunt, cousin, parent.语言结构语言功能跨学科学习1、指示代词 this, that, these, those2、人称代词 I, he, she3、Yes / No 问句的简洁回答4、Plural nounsIntroduce peopleIdentify people艺术：画出家庭成员图画并依据此介绍；语言艺术：利用卡通画学习单词、句型；文化艺术：能编写简洁

3、的家谱生都有话可说，有事可做，不会感到无从下手，当旁观者或听众；所以，在这 一单元的教案过程中，我本着新标准所提倡的“面对全体同学 ”，这一教案思想，尽可能多地创设让全部同学都参加的活动，采纳任务型教案途径，提倡 体验参加，让同学在做中学，学中做，使全部同学都能体验到胜利的欢乐，使其在开心和自信的心情中保持积极的学习态度，增强信心；同时，依据“整体设计目标，表达敏捷开放 ”这一教案原就，在强调任务设计的有用性与可行性的同时，也留意阶梯性，使特长生有展现才能的舞台，使班里的英语优秀生有创新、展现的机会，并培育他们课外自主学习、合作学习、探究学习等学习策略，也拓宽了他们的学习渠道（查字典、翻阅资料

4、、上网等）；从而促使全班同学在各自原有的水平上得到进展；基于此，结合教材特点，我提出以下教案建议：Unit 3 This is my sister课时支配：四课时第一课时： P13P14其次课时： P15P16第三课时： P17第四课时： P18 及练习册教案建议：英语教案的最终目的就是能用英语“做事”，即让同学在课堂上或课后有机会运用所学到的语言材料，并能用英语解决问题，因此在教案中应 积极创设语言情境，在活动中引导同学“主动 ”做；同时教材本身环绕单元话题，设计了许多好玩的、贴近生活的教案活动/嬉戏；因此，我们可以结合本单元的功能工程及句型，将这些嬉戏、活动扩绽开来，并真正应用于生活实际中

5、 去，敏捷性、制造性地使用教材，将机械、枯燥的内容融入有意义的英语活动 中，即 “做事”，从而达到巩固句型并培育同学语言综合适用才能的目的；eg Task One（:看图添加人头）Game: Guess,“ Who is he/she” according to the clothes he/she wears in t he family/photo and then draw his/her head.Task Two:（家庭学校联系册）Fill in a form: Fill in the form that given by the teacher on the basis of th

6、e Ss families in order to build an easy contact between the school and the Ss family.Task three:名信片设计能手Contest: Choose the best desinger according to the photo and the letter he/she writes, choose the best photo with origind idea, the best English descriptio n and the best English oral teller as wel

7、l.四、详细教案设计第一课时：（ P13P14）Step1Warming up （ Recycling）（Greetings） T: Hi/Hello, Nice to meet you.（Personal name）s T: Whats your/his/her name.（Identify objects）T: Is this/that your.（Yes, itis./No, it isnt. Step2 Presentation（出示自己家庭的一张大照片）T: Whats this. Its a photo. Is this your photo.Ss: No, it isnt.T:

8、This is my photo. Look. This is my family. Whos this/that.Who are these/those. This/That is my father/mother These are my brothers/（讲授新词）用 Whos this/that.句型讲授新词，在问答中与同学形成互动，比全部靠老师一人唱独角戏会更好一点；只要同学学校时有接触过英语，对家庭成员中一些简洁的称呼应不生疏，因此在回答过程中，对猜地、讲对的同学应予以肯 定，夸奖并适当嘉奖；2、Read all the words（.生语音（美音）的订正）；先跟老师读，然后组内

9、读，再随便抽读，留意学3、Match the words with the people in the picture（1a ）. Step 3 Listen and practie.1、（出示挂图 P13）T：Now we all know Davids family members. Lookat Dave. Who does he talk about.（ Ss guess firs）t rcle the people he talks abut.2、T: What about the others. Who are they. 让同学到黑板前，指着图并能加以介绍，用上句型；This/T

10、hat is hisor These/Those are his3、Introduce your best friend/friends.Listen to the tape and ci向同桌介绍班里你最要好的一个或几个伴侣，并能相互问好；eg SA : Hi, This is my friend LiMingS C. SB:Hello,LiMing, Nice to meet you.SC: Hello,Nice to meet you, too.（Or） SA : Hi, SB： Step4 Listening,These are my friends LinLin and Fangfa

11、ng.（出示一男孩画面） T: And this is Davids friend, LinHai. Today Dave asks LinHai to his home for dinner and meet his family. Now listen, who greets him. Finish 2a 2b.Step5 Game1、First according to 2C, ask and answer in pairs. 2、Play a guessing game.每组推选一人上台，用布将他 /她眼睛蒙上，其它组任选四人上前问候（Hi/Hello）；其余同学问： Whos thi

12、s.让他/她猜 Is this t.可猜三次，猜中小组得1 分并继读猜；猜错，退下；Step6 Task出示一张 Toms Family photo like this.Ss: Yes, it is./No, it isn让同学依据人物的衣着特点，小组共同合作，添上相应的人头，并在旁边写出家庭成员的名称；然后抽取几个小组上前展现并口头介绍，并评出正确创意奖及正确表达奖；其次课时（ P15 P16）课前先布置同学带来一些照片（全家福 /个人照片 /幼时照片 /侧面、背影照片/伴侣、亲戚照片等）；Step1 Revision1、Game: Teacher gives some word cards

13、 with pictures to some students.When the teacher asks“ WheresDavids father.” 持有相应卡片的同学应立刻站起并回答（She/he is）here.2、以小组竞赛形式复习单词，即将上节课所学词汇写在纸条上，背面朝上，让每组同学依次轮番认读，依据读对的单词数及所用时间评出优胜组；Step2 Guessing Game and PresentationT: Yesterday I told you something about my family and friends. Now Ill write some of thei

14、r names on the Bb. Guess who the person is, Ill see who h as the best memory.（让猜对的人到黑板前写名字连续嬉戏）eg 写下“ Peng Haibing ”S1: Is he your father. T: No, he isnt. S2: Is he your brother. T: Yes, he is. 又如： “Cai YiLuo ”S1（可能） :Is she your mother/dahghter/aunt.在嬉戏过程中依据同学推测的需要及相应情形，适时地教授新词 Son, daug hter, aunt

15、, uncle,cousin.Step3 Pairwork1、First look at the picture, finish 3a2、Practise the conversation with your partner.Step 4 Groupwork1、Identify personsTake out their photos and put them together in their group.然后两人交换并带回 家，家长核查（予以肯定的纠正），Members s FatherNameAgeJobTelephone NumberTake turns to ask and answ

16、er questions about the photos.Identify the person in the photo（.利用照片问答，辩认人物）2、Ask some pairs/ groups to make a conversation in front of the class o n the basis of their photo. or give an introduetion of their own family photo.Step 5 ListeningT：Lin Hai and Dave are also talking about the photo. Finis

17、h Section B（ 2a、2b） .Step 6 Make a family tree先老师示范，然后完成Section B 1中的 family tree, 并让同学制作自己家的 family tree,并加以评比展现；Step 7 Task（制作家庭 学校联系册）T：I want to know something about each of your families. Please fill in t he form in pairs first.老师将表格发给同学，让同学两人一组询问对方并填写下表格交给老师，老师评阅、定等级并将调查表装订成“家庭 学校联系册 ”，以便利学校与家

18、庭的联系；第三课时：（ P17）（课前布置同学画一张自己家庭成员的照片或带一些照片）Step 1 RevisionAsk Students to give an introduction of his / her family according to the p icture he / she drew or the photo he / she takes to scho（ol用画或照片介绍家人、伴侣）Step 2 Read and drawRead the letter. Draw a picture of Emmas family完成3a Step 3 Look and write 完

19、成3bStep 4 Write a letter（对3b中的写作内容进行点评之后）T：You also have a photo of your family or your friends, Can you write a letter about it .让同学试着将从前的口头介绍写下，先在小组内沟通，然后老师任意抽选几张照片及信函，贴在黑板上，让几位同学上前将相应的照片与文章连线；Step5 Task（Sending cards to your penfriend / teache）r让同学给自己的笔友 /老师制作一张附有照片及文字说明的名信片，然后评出正确设计奖、最新创意奖、正确文采奖；第四课时（ P18 及练习册）1、复习整个单元的单词及句型，让同学自测词汇把握情形（1）2、完成（ 3）中的对话3、完成练习册中练习（练习册未到，不知详细内容） 4、阅读“ Just for run.”5、Having a quiz做评判手册