七年级上册Unit2ThisismysisterUnit2selfcheck教案.docx

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1、新目标英语七年级上学期Unit 2单元教学设计第七课时教学设计TitleUnit 2 This is my sister. Revision + Self checkStudentsGrade 7Type of lessonRevision (self check)Time & Date40 mins September 22ndTeacherZeng YanSchoolGaoxin Experimental Middle SchoolI. Analysis of Teaching Contents本单元的话题是家庭，功能是介绍和指认人物关系。本课时为单元复习课。学生通 过Self Check

2、 1中通过将所学家庭成员名称分类，复习词汇的同时，能在使用目 标语介绍和指认人物关系时，用不同人称代词指代不同性别的名词；Self Check 2 创设了一个具体对话语境，要求学生用本单元重要语言结构与功能句型完成对话。 在设计本课时活动时，在整合单元教学内容的基础上，结合Self Check内容，设 计与单元话题相关的听力任务，帮助学生梳理本单元重点词汇以及功能句型，引导 学生通过对话介绍主线人物Cindy的家庭照片，进而运用功能句型采访并了解同学 的家庭成员。然后结合一篇Lin Hai对其另外两位美国朋友的家庭照片的说明文， 帮助学生通过阅读，分析文章结构以及相关的句型，为最后向Cindy

3、介绍自己和朋 友的家庭成员，完成一篇短文做准备。II. Analysis of Students通过前面六个课时的学习，学生基本能用人称代词、指示代词、和who引导的特殊 疑问句和一般疑问句介绍和指认人物关系，能用目标语言口头介绍自己的家人。这 给本课的复习和拔高奠定了基础。III. Teaching ObjectivesBy the end of the class, students will be able tofamily members quickly through listening;and introduce people with some pronouns and yes-

4、or-no_questions and WHO -questions correctly;for the specific infbmiation and know the structure of how to introduce other peoples family members.an article to introduce other peoples family members.the imporlance of family and love their family more.IV. TeachingFocusStudents can identify and introd

5、uce people with some pronouns and yes-or-no_qucstions and WHO -questions correctly;Solution: To achieve the teaching focus, teacher will guide the students to review the words, phrases and sentence patters through some listening tasks. And the teacher will be ready to offer help while students are m

6、aking conversations in class if necessary.V. Potential difficulty in learningStudents may have difficulty in raising questions to interview their classmates.Solution: To overcome the potential difficulty, students will get some listening, speaking practice on the target language.VI. Teaching Procedu

7、resProceduresPurposesminutesStage 1 Lead-inListen to the teacher and get to know the setting of the conversation.Topreparestudents for the listening and help them know the setting of the conversation1 minStage 2 Listeningand answer two questions. And then group the familyguide students tomembers by

8、their gender.2. Listen to the conversation and complete the family tree.3. Ask and answer according to Cindys family tree.4. Listen to the conversation and fill in the blanks and then summarize the sentence patterns of how to introduce and identify family members.identify family relationshiphelp stu

9、dents summarize thesentence patterns through listening13minsStage 3 SpeakingPair workMake conversations to talk about Cindys family photo in pairs with the given picture and expressions.Interview classmates and talk about their family photos.Td provide a situation in which studentscanapply what they

10、 have learnt6minsStage 4 Reading1. Read and match the photos with the paragraphs.2. Read and answer questions.3. Analyze the structure of the article.4. Think and share ideas.train students5 subskillforreading-reading forspecificinformationhelp analyze the structureMminsStage 5 Post readingChoose on

11、e family photo to introduce in groups.To provide an oral practice before writing.4minsStage 6 Summing up & self-assessingTo help students consolidate what theyve learnt.2minsStage 7 Assigning homeworkDesign at least four questions and interview three or more classmates/teachers about their family me

12、mbers. Then choose two of them to introduce and compare.To get students to use what theyve learnt in this unit.1 minVII. Teaching assessment评价形式过程评价纸笔测试试其他小组过程评价评价时机口随堂口课后口单元结束后随堂+课后练习VIII.BlackboardDesignIntroduce topicLook at this picture. This is . Here is .introcfluc family membere( SJJLThis/that is ./ these/ those are.she/he is. they are.He/she is . He/Shg has (color) hair/eyes/face.He/She is . years old.is in . family, too. J 、feelingsShe/IIe has a .family./ He/She loves his/her family.IX. Teaching ReHcction课堂实践后填写