Unit 2 第5课时 教案 初中英语 人教新目标 七年级上册 （2022学年）.docx

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1、Unit2 This is my sister.Section B 3a-SC单元Unit2课时第5课时教学 目标语言知识：1 .通过复述文章内容，能够了解介绍家庭成员的顺序。2 .通过选词填空，能够理清家庭关系并绘出Paul 一家的家庭树。3 .通过头脑风暴，能够用四宫格组织文章结构并理清各局部书写内容，能够完整 产出一篇文章。学习能力：1 .通过互动、小组合作、游戏等方式完成课堂学习任务。2 .通过问答和记录，向同学介绍自己的家庭成员。文化意识：通过家庭成员介绍用语的学习，能够了解中外家庭成员表达方式的区别，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

2、跨文化交际意识，提升对家庭 的归属感。教学 重难点1 .通过选词填空，能够理清家庭关系并绘出Paul 一家的家庭树。2 .通过头脑风暴，能够用四宫格组织文章结构并理清各局部书写内容，能够完整 产出一篇文章。教学工具IWB, PPT教学 方法任务型教学法、t青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. lets retellT asks Ss to complete the blanks and try to retell the passage.3. T shows the family members in the passage

3、 and asks填充空格并复述 文章。根据老师的提 问，找出介绍家通过复述文章的环 节，引导学生找出写 作的顺序，发现介绍 家庭成员的正确顺students to find out the right order of writing about our family.庭成员的顺序。序，为写作打好铺 垫。Step 2Pre-writing1. T asks students to finish the task in 3a- This activity is to provide reading and writing practice with the target language. A

4、t first, the T should guide Ss to understand the requirement of activity 3a. Then ask Ss to read aloud the words in the box. Ss can complete the passage individually and then the T can invite some Ss to read the passage to check their answers. Then Ss can work in pairs and get information about Paul

5、s family to draw it.Answers: family, parents, brothers, Cindy.2. T asks students to read the passage and answer the questions. How many people are there in Paufs family?Who is PauFs sister?How many brothers does Paul have? WhoYe they?3. The activity is to let Ss use the target language to write abou

6、t themselves. Peer tutoring can be very effective and enable both Ss to learn more.In this activity, one S is telling another S about his or her family. After the S has described the family photo, he or完成书本3a部 分的任务。核对答案。阅读文本，回答 三个问题。带上或画出自己 的家庭照片，根 据照片向同学们 介绍你的家庭成 员。在写作前，让学生通 过练习对于所学知 识进行充分回顾，通 过ora

7、l的形式锻炼 了 speaking ability.根据文本材料回答 关键信息，找出写作 思路，出示句型模板 帮助学生理解和应 用，以读促写，以说 促写。通过介绍自己照片 上的家庭成员，有效 的操练学生对句型 的应用能力，促进了 学生的表达能力。she can ask his or her partner questions to find out how much the partner understood: Who is this? / Whafs his name?4. T uses the four squares to help students to organize the w

8、riting structures and help student to know what to write in each paragraph.跟随老师一起用 四宫格法组织文 章结构，找出每 段书写内容。通过四宫格写作法， 使学生更明确的掌 握书写结构和内容。Step 3While-writing1. T leads students to think about the specific content and sentence structure of each paragraph.2. T shows the writing structure and asks students

9、to follow the prompts to complete their article.跟随老师明确每 一段书写格式和 内容。根据四宫格提示 开始书写文章。通过打草稿的过程， 使学生更清晰的了 解每一段的重点句 型和整体结构，更好 的帮助学生消化和 理解。Step 4Post-writing1. T asks students to self-check and peer-check.2. T shows the Grading Standard to the students.根据老师出示的 评分标准进行自 查和互评。通过自查互评，让学 生养成检查的好习 惯。Step 5Self C

10、heckThe part of Self Check is to provide a comprehensive review of key vocabulary and functions presented in the unit.Teaching Tip: Encourage Ss to teach and learn from their peers. This includes helping others with things such as spelling, pronunciation and word choice. In the case of a writing act

11、ivity , it can be very helpful to have Ss check each others work for errors before turning it in to the T or完成书本self check局部两道 习题。回归书本，通过两道 习题回顾本单元重 点知识。presenting it in front of the class.Step 6 Language Points ExplanationT 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。Step7

12、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 8SummarySummarize 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 9Homework1. .Rememberthewords,expressions and sentences in this unit.2. Write an short article introduce yourself

13、and your friend.3. 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 words and phrasesKey sentencesA photo of, this, that, these, thoseThis is a photo of.This/That is .These/Those are.教学反思：In the last period of the unit, the students should use the new items they have learned to practice writing. The T can make full use of the sample to help students. After writing, the teacher can ask the students to correct and polish the passage they write together, which will help to foster their spirit of cooperation.