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1、Unit2 This is my sister教學(xué)實(shí)際一學(xué)情分析針對(duì)本屆七年級(jí)學(xué)生基礎(chǔ)相差懸殊的特點(diǎn)，安排設(shè)計(jì)了照顧全體的精講多練，由淺入深的活動(dòng)。設(shè)計(jì)了大量的口語(yǔ)對(duì)話和角色表演，以解決學(xué)生們口語(yǔ)表達(dá)能力差的問(wèn)題。另外，根據(jù)現(xiàn)在社會(huì)的離婚率很高，班里單親的家庭很多，為了顧及每個(gè)孩子的感受，避開(kāi)讓孩子們談?wù)撟约旱募彝ァ１締卧蒘ection A、Section B和Self Check三部分組成，這三部分緊緊圍繞“家庭”這一學(xué)生感興趣的話題，通過(guò)一系列的聽(tīng)、說(shuō)、讀、寫(xiě)、畫(huà)等任務(wù)的設(shè)置, 讓學(xué)生學(xué)習(xí)如何“介紹人物、識(shí)別人物”。本單元與前后單元不僅在話題、功能上過(guò)渡自然，而且在結(jié)構(gòu)上銜接緊密。本課時(shí)

2、主要涉及Section A部分的教學(xué)。二教學(xué)目標(biāo)A、語(yǔ)言知識(shí)1）學(xué)習(xí)并掌握與家庭成員有關(guān)的詞匯father, mother, grandfather, grandmother, brother, sister, uncle, aunt, parent (s), grandparent (s), friend 等;2）學(xué)會(huì)初步運(yùn)用指示代詞this/that/these/those與人稱代詞 he,/she3) 句型This/That is . These/Those are . Whos she/ he ? Whore they?B、語(yǔ)言技能 要求學(xué)生能進(jìn)行簡(jiǎn)單的人物關(guān)系的描述，傳達(dá)信息；能根據(jù)

3、相關(guān)信息辨別人物；能簡(jiǎn)單地介紹自己的家人和朋友；培養(yǎng)學(xué)生聽(tīng)、說(shuō)、讀、寫(xiě)和創(chuàng)新能力。C、情感態(tài)度讓學(xué)生在具體的語(yǔ)言情境的交際中，感受英語(yǔ)所帶來(lái)的實(shí)用性及成功的喜悅，增強(qiáng)學(xué)生學(xué)習(xí)英語(yǔ)的興趣和信心；通過(guò)對(duì)家庭成員之間關(guān)系的描述，增進(jìn)學(xué)生熱愛(ài)家人的情感，以及增進(jìn)同學(xué)之間對(duì)彼此家庭的了解；鼓勵(lì)學(xué)生之間地積極的良性的交往及合作，培養(yǎng)友好互助的精神。三教學(xué)重難點(diǎn)：重點(diǎn)：1)掌握家庭成員的稱謂。2)介紹和詢問(wèn)家庭成員。難點(diǎn):1)在復(fù)數(shù)情況下運(yùn)用代詞these, those并注意搭配的Be動(dòng)詞為are。2)要求學(xué)生可以用簡(jiǎn)單的語(yǔ)句在口頭上和書(shū)面上來(lái)描述家庭成員。四教學(xué)方法：新課程重視以人為本，強(qiáng)調(diào)素質(zhì)教育，重視

4、課堂中知識(shí)的生成。在教學(xué)中，要注意發(fā)揮學(xué)生的主體作用，把空間留給學(xué)生。抓住七年級(jí)學(xué)生活潑好動(dòng)，表現(xiàn)欲強(qiáng)的心理特點(diǎn)，課堂上我設(shè)計(jì)了大量的聽(tīng)、說(shuō)、讀、寫(xiě)的訓(xùn)練，啟發(fā)學(xué)生動(dòng)腦思考，鼓勵(lì)學(xué)生大膽開(kāi)口，暢所欲言，盡可能運(yùn)用英語(yǔ)表達(dá)實(shí)際意義，從而最大限度地調(diào)動(dòng)學(xué)生的積極性和主動(dòng)性。教學(xué)中，我主要通過(guò)合作學(xué)習(xí)小組競(jìng)爭(zhēng)又互助的形式，精講巧練，由淺入深，由易到難，由已知到未知，循序漸進(jìn)地深化教學(xué)內(nèi)容。展開(kāi)以教師為主導(dǎo)，以學(xué)生為主體的師生雙邊活動(dòng)。五Teaching steps （教學(xué)步驟）1. Warming-up and revision（課堂熱身和復(fù)習(xí)） (1)Daily greetings to the

5、studentsT: Hello, Whats your name?S: My name is T: Nice to meet you!S: Nice to meet you, too!(2) Revision （復(fù)習(xí)）1）T: Whats this in English? (Show some pictures or play PPT) S: Its a jacket. T: Spell it, please. S: J-A-C-K-E-T, jacket. T: What color is it? S: Its purple. 2）T: Is he Eric? （指著班上的學(xué)生進(jìn)行問(wèn)答。）

6、 S: Yes, he is. T: Is she Cindy? S: No, She isnt. Shes Helen. T: Whats his name? S: His name is Bob. 3）T: This is . （利用書(shū)上所出現(xiàn)的人物圖片引導(dǎo)學(xué)生說(shuō)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 Cin

7、dy and Dale. 【教學(xué)設(shè)計(jì)說(shuō)明】復(fù)習(xí)前幾個(gè)單元的基本句型，是對(duì)所學(xué)知識(shí)的回顧，也是正式上課前的熱身。讓學(xué)生指認(rèn)班上的同學(xué)并詢問(wèn)姓名，把學(xué)生的語(yǔ)言交際放在真實(shí)的情境中，可以極大地調(diào)動(dòng)學(xué)生的學(xué)習(xí)興趣。通過(guò)復(fù)習(xí)學(xué)生已知的人物，引出介紹人物的句型。2. Presentation （呈現(xiàn)新知識(shí)）T: Whats this in English?S: (Teacher helps the students to say) Its a picture/photo. T: Yes, this is a picture of a family. Can you see the woman? This

8、is my mother. (板書(shū)mother) She is my mother. Read after me, mother. S: Mother, mother, mother. T: Can you see the man? That is my father. (板書(shū)father) He is my father. S: Father, father, father. T: Mother is my parent. Father is my parent, too. (板書(shū)parent) These are my parents. (板書(shū)these, parents) They ar

9、e my parents. Read after me. Explanation: 名詞分為可數(shù)名詞和不可數(shù)名詞兩類?？蓴?shù)名詞有單數(shù)和復(fù)數(shù)之分，變?yōu)閺?fù)數(shù)形式時(shí)，一般情況是在單數(shù)名詞后加“-s”，如：penpens, parentparents； (以此方法將圖片上的grandfather, grandmother, grandparents, brother, sister引出)【教學(xué)設(shè)計(jì)說(shuō)明】借著上一步復(fù)習(xí)的句型，拿出一張全家福，引入到family的話題；分別指向相應(yīng)的人物來(lái)介紹，引出新的詞匯，并教學(xué)生朗讀，以確保他們發(fā)音的正確。在此環(huán)節(jié)的最后，說(shuō)明可數(shù)名詞單數(shù)變復(fù)數(shù)的最基本用法，為后面進(jìn)一

10、步的學(xué)習(xí)埋下伏筆。3. Work on 1a （完成1a）1) T: Now, please open your books and turn to Page 7. Look at 1a. You can see a picture of Daves 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. 【教學(xué)設(shè)計(jì)說(shuō)

11、明】說(shuō)到match的時(shí)候用手做比劃，示范什么是match。學(xué)生完成任務(wù)后再抽學(xué)生朗讀，主要是檢查他們是否掌握了這些詞匯的讀音。4. Drill (練習(xí))T: Now, you are Dave. Please cover the answers of 1a by using a piece of paper. And then listen to me carefully. I will give you a letter. You can look at the picture and tell me this letter means. For example, I say “a”. Yo

12、u should say “This is my mother.” I say “b”. You should say “These are my parents.” Understand? T: OK. Lets begin. Tom, Stand up, please. Your letter is “e”.Tom: This is my grandfather. T: Good job. Next one is 【教學(xué)設(shè)計(jì)說(shuō)明】讓學(xué)生扮演圖片中的人物Dave，是幫助他們用第一人稱來(lái)介紹家庭成員，進(jìn)一步熟悉剛學(xué)到的新詞匯。5. Work on 1b （完成1b）（1） T: Next, I

13、 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 doe

14、s 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. 【教學(xué)設(shè)計(jì)說(shuō)明】此環(huán)節(jié)著重是聽(tīng)力訓(xùn)練。讓學(xué)生在聽(tīng)對(duì)話的過(guò)程中抓住關(guān)鍵詞匯，由于前面已做了一些訓(xùn)練，因此學(xué)生聽(tīng)起來(lái)比較容易，讓他們都有一次成功的喜悅和感受，這樣可以增強(qiáng)他們的學(xué)習(xí)自信心。6. Presentation （呈現(xiàn)新知識(shí)） Draw a boy and two boys on the board and prese

15、nt the sentences: 1) This is my friend. These are my friends. （教師站在黑板近處） Whos he? Hes my friend. Who are they? They are my friends. 2) That is my brother. Those are my brothers. （教師站在理黑板較遠(yuǎn)的地方） Whos he? Hes my brother. Who are they? They are my brothers. 【教學(xué)設(shè)計(jì)說(shuō)明】此環(huán)節(jié)通過(guò)教師所站的位置來(lái)表示this，these 和that，those的

16、區(qū)別，同時(shí)也讓學(xué)生明白單復(fù)數(shù)形式表達(dá)的詞匯是不同的。7. Work on 1c （完成1c）（1）T: Now you are Dave. Please introduce your family to me. You can use “Thats my Those are my ” （2）T: Whos she/he? S: He/She is my （3）T: Now please open your books at Page 57. Look at Note 1 in Unit 2. Lets learn the culture: 中外家庭親屬成員之間稱謂的文化差異【教學(xué)設(shè)計(jì)說(shuō)明】此環(huán)

17、節(jié)是讓學(xué)生運(yùn)用所學(xué)句型來(lái)進(jìn)行操練，有利于鞏固所學(xué)句型。同時(shí)，讓學(xué)生看書(shū)后57頁(yè)的注解，幫助他們了解中外家庭親屬成員之間稱謂的文化差異。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 lets listen to the recording carefully and circle the words you hear. （3）T: Can you get the answers? Please check the answers

18、. （4）T: Please look at 2b. Ill play the recording once again, and you match the words with the people in the picture. （強(qiáng)調(diào)match）（5）T: Who is Jenny? S: She is “d”. T: Whos ? S: 【教學(xué)設(shè)計(jì)說(shuō)明】此環(huán)節(jié)進(jìn)一步鞏固了本堂課所學(xué)的詞匯和句型。通過(guò)反復(fù)聽(tīng)讀，可以讓學(xué)生盡快熟悉生詞。學(xué)生將單詞與人物連線，是檢查學(xué)生能否根據(jù)所聽(tīng)到的內(nèi)容辨認(rèn)圖中的人物。9. Work on 2c （完成2c）（1）Teacher points at th

19、e picture and practices with the students. T: Please look at the picture again. Whos she? S: Shes Cindy. T: Whos he?S: Hes her father. （2）Now you can practice talking about the photo in 2b in pairs. 【教學(xué)設(shè)計(jì)說(shuō)明】此環(huán)節(jié)先通過(guò)教師與學(xué)生的對(duì)話示范，讓學(xué)生清楚教師的意圖怎么進(jìn)行對(duì)話。然后學(xué)生兩人一組進(jìn)行操練，可以使他們更加容易并熟練地掌握本堂課的內(nèi)容。10. Homework （課后作業(yè)）Oral: 1. 朗讀并熟記第7頁(yè)的單詞和句子。 2. 準(zhǔn)備一張全家福，用所學(xué)的單詞和句型進(jìn)行介紹。（提醒學(xué)生記住在本單元后面的幾堂課上都要使用。）Written:抄寫(xiě)第7頁(yè)的單詞和句子。6 / 6