新课标初一unit3 period3(新课标版七年级英语上册教案教学设计)

中学英语教学资源网英语教案教学设计 手机版


Unit 3 THIS IS MY SISITER
(The 3rd period Section B 1---2c )
Teaching aims(教学目标):
1. 学会说家庭成员的称谓(继续学习含有be的动词的基本句型的陈述句)
2. 学会谈论家庭成员
Language points(语言点):
1. 要求熟练运用以下句式:(1) These are…
(2) This/ That is… …
(3) He/She is…
2. 要求掌握以下词汇:son, cousin, daughter, uncle, aunt
(上述句式在前几课中已学过,在本课中要将这些单词和句型渗透到综合性活动中,加深学生对所学知识的印象,使之能被更灵活地运用。)
Difficulties(难点):
在介绍或谈论家庭成员时,注意学生口语中的单复数运用。
Teaching steps(教学步骤):
1. Warming-up and revision(课堂热身和复习)
a) Daily greetings to the students(日常问候)
T: Good morning/afternoon. Who is on duty today?
S1: I am.
T: Is everyone here today?
S1: Yes, Everyone is here./No, … is not here.
T: Thank you/Well done.. 1
b) Revision(复习)
T: Here is a picture from Lily. Guess who he is?2
S1: Is he …’s father?
S2: Is he …’s brother?
S3: Is he …’s friend?
S4: Is he …’s uncle? 3
T: Yes, you are so clever.
2. Presentation
T: Here is a photo. Do you know who he is? 4
S: He is 布什(Bush).
T: Yes, he is the president of America. Who is his father?
S: …(学生可能会有不同的回答,对能正确回答或接近
正确答案的学生进行表扬和鼓励。)
T: Here are also many people in his family. Let’s guess who they are. Are you ready?
S1: Is he Bush’s father’s father? 5
T: You are so wonderful. He is Bush’s grandfather.
S2: Is he Bush’s brother?
S3: Is he Bush’s uncle?
S4: Is he Bush’s son? 6
T: Thanks. You are so clever (good/wonderful/…).
3. Work on 1 (完成P16 1)
T: In my family my grandfather is the oldest one.
Who is the oldest man in your family? 7
S: My grandfather, too.
T: Every family has a family tree, can you finish the family tree8
S: Yes!
4. Work on 2a (完成P16 2a)
T: Well done! Now let’s play a game. Please look at 2a.
Let’s see who is the best in your group.9
(播放录音,让学生勾出所听到的家庭成员,如果
播放录音一遍后,部分学生不能完成这一听力任务,可
再播放一遍录音。)
5.Presentation
T: This is my family photo. These are my parents. This is my
Grandmother. This is my cousin Tom.
I have another two pictures. One is Dave’s,
One is Lin Hai’s. Can you guess which is Dave’s
and which is Lin Hai’s?10
S: Yes.
T: Who can say something about Picture 111?
S1: There are eight people in the picture.
S2:This is Dave’s grandfather.
S3: I think this is Dave’s uncle.
… ….
(播放录音,让学生勾出所听到的家庭成员称谓,如果
播放录音一遍后,部分学生不能完成这一听力任务,可
再播放一遍录音。)
6.Work on 2c --- group work (完成P16 2c)
T: I am very happy. All of you do a good job. We have known
Dave’s and Lin Hai’s families and friends. I want to know
your family. Now draw a picture of your family and friends.
Tell your partner about your picture12.
(小组活动后,请几个小组进行表演, 老师及时鼓励。)
7.Homework
Oral work:
(1) Listen to 2a, 2c, read and recite it.
(2). Draw a family tree about your family (模仿1中family
tree,画一个自己家庭的family tree,完善对自己家庭的介绍。)
Written work:
(3) Copy the words in 2a.
(4) Find the person you are interested in, and
write a passage about his/her family. 13
教学设计说明:
1. 这几个问题是为了让学生尽快进入英语课堂氛围,练习含有be动词单数的句子。
2. T拿出自带来的某些著名明星的家人照片,学生猜测图片中的人物。这是复习前一课内容,难度不大,所以可以多让中等生参与,使他们获得成功感,从而激发他们学习英语的兴趣。
3. 学生可能会有不同的回答,如果学生出现本课将要教授的新单词,T及时将新单词板书,加深学生对他们的印象。T根据学生回答给出多种评价。
4.建议老师事先准备学生比较熟悉的人物照片,引起学生对课文学习的兴趣,对课堂直接生成的新单词和知识,及时板
书,并带读,也可在学生回答时适当加入课外常识。
5. 创设真实情景,当学生不能正确说出新单词, 如cousin, grandfather时,鼓励他们换种方式或中文来表达他们想要表达的含义,同时培养他们在语境中理解新单词的能力。新单词呈现后,可加入小竞赛等小活动,如老师提示mother’s sister, 看哪位学生第一个反应aunt。活跃了课堂气氛,对新单词的读音和意思也有了更深的印象。
6.建议T用夸张语调读”son, uncle, grandfather, daughter, aunt” ,并将它们板书成一排,让学生跟读,也为part1的活动的完成提供文字材料。
7.此句较长,要求T放慢语速,对口语中的新单词oldest,建议老师板书,通过对自己家庭情况的表述,帮助学生理解,必要时可用中文解释。在表述grandfather的同时画出family tree的图形。
8.个人完成此活动,在有困难的情况下也可寻求同学的帮助。 活动结束后,老师核对答案,T及时评价。
9. 听力开始前,建议学生看一 下选择范围。听力结束后,核对答案后,对正确回答或有进步的学生及时表扬。
10. 此句有新单词,而且句子较长,要求T放慢语速,对口语中的新单词,建议老师板书,同时呈现课文2b的两张图片,如果学生未完全清楚T的指令,可重复此问题,必要时可用中文解释。
11.在听力之前,让学生简单谈论两张图片的不同点,为接下来的听力和谈论家庭成员这两个活动的顺利开展做铺垫。听力结束后,核对答案后,对正确回答或有进步的学生及时表扬。
12.学生在黑板上写出 “These are…/This is…”等学生在活动中有可能会用到的句型。活动前先有T和Ss做示范对话,再由S和S进行活动。对正确使用句型的同学进行表扬。此活动建议采用小组竞赛的形式,看哪个小组说的句子最多,以活跃课堂气氛。
13. 鼓励学生利用书籍、网络等多种途径查找自己感兴趣的人物的家庭,并写一篇小短文介绍他/她的家庭,学生也可加入自己了解的课外的句子。

·语文课件下载
·语文视频下载
·语文试题下载

·语文备课中心




点此察看与本文相关的其它文章』『搜索相关课件


上一篇】【下一篇   【教师投稿】 
本站管理员:尹瑞文 微信:13958889955