新目標初中英語七年級上冊Unit 3《This is my sister》教案

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1、 新目標初中英語七年級上冊Unit 3《This is my sister》教案 Plan for the whole unit Teaching objectives 學完本單元后，學生應能： 1、學會認知家庭成員，了解家庭關系。（掌握14個家庭親屬稱謂的單詞讀音及拼寫） 2、學會介紹人，識別人。（This is …. That is….） 3、通過認知家庭成員及關系學會使用指示代詞復數(shù)these , those 的用法。包括一般疑問句和否定句式。(These are…. Those are…. Are these/those…?Yes./No) 4、能寫一封書信。

2、(Dear …) 5、能比較熟練的使用目標語言寫一份介紹家庭成員或他人的短文。 Period arrangement Period Contents & pages or sources TO SA Textbook Exercises (Source) Supplementary (Source) Section Page 1 A 1a, 1b, 1c,2a,2b 13,14 P.10 1, 2, 3 5 2 2c,2d,3a,3b,3c,4 14,15 Ps. 10,11 人教版 長沙市教科院組編 《課程基礎訓練 七年級上冊

3、》 1,2,3 5 3 B 1,2a,2b,2c 16 P. 11 1,2,3 5 4 3a,3b,4a,4b 17 P12 3,4,5 4 5 Self Check 18 Ps. 12--14 學習自檢，學習拓展 1--6 5 Total All 6 5 1--6 96 ⑤ Very confident ④ Quite confident ③ Confident ② Slightly confident ① Not confident (單元教學效果采用百分制表示，公式為100實際課時數(shù)5各課時自評等級分之和。) Fee

4、dback 本單元教學自評96分，表明教學目標達成度較高。整個單元教學回歸教材，緊緊圍繞“介紹他人，確認人物”這一主題，由淺入深、由簡單到復雜，從學習稱謂到最終以書信交流展開，教學活動形式多樣，教學步驟步步遞進、環(huán)環(huán)相扣，形成合力，從聽、說、讀、寫諸方面培養(yǎng)學生這一話題的表達能力。由于教學內(nèi)容緊扣學生實際，學生積極投入各項學習活動，勇于表達自己的真情實感。同時，在介紹他人，特別是在談論親人的過程中，體會到了家庭的親切，朋友的熱情，從而樹立了對生活的熱愛、增進家庭的和睦，對親人的依戀和關心，積極向上的人生觀。為了減輕學生課余學業(yè)負擔，提高教學效率，教材所涉及的所有練習，包括增加的多個寫作練習都

5、安排在課堂完成。就其成功原因主要在于，課前我認真研讀了教材，盡可能吸取了與教材配套的《教師教學用書》提供的中英文教學建議，并結合學生的實際，從單元整體備課，細化單元及課時教學目的，合理安排課時教學內(nèi)容，并在盡可能多的預設教學活動的前提下，關注課堂生成，隨時根據(jù)學情調(diào)整教學活動，因而教學收到了事半功倍的效果。 但課后在不增加學生過重課業(yè)負擔的前提下，如何指導學生復習、對七年級新生如何牢固記憶單詞，語速加快，語調(diào)純正，理解簡單的閱讀文章等方面還有待研究。畢竟剛剛開始，我還是很有信心讓這些興趣盎然的新生一步一個腳印掌握生活英語。 14

6、 Plan for every period Period 1 Section A 1a,1b,1c，2a,2b → Teaching aims 學完本課后，學生應能： 1. 1 熟記本頁9個新單詞并靈活運用：sister n. 姐；妹 parent n. 父或母 brother n. 兄；弟 grandmother n. 祖母；外祖母 grandfather n. 祖父；外祖父 grandparent n. 祖父/ 母；外祖父/

7、母 these pron . & adj.這些 those pron . & adj.那些 friend n.朋友 2. 用指示代詞介紹“用指人或物”的句子結構的單數(shù)形式、一般疑問句形式及其問答。 3. “用指示代詞介紹人或物”的句子結構的復數(shù)形式、一般疑問句形式及其問答 Teaching aids CAI Teaching procedures Chart 視頻引入—談論家庭成員——聽錄音圈人物——結對活動——聽錄音圈單詞——將名字與人物匹配——鞏固與拓展——布置作業(yè)聽錄音談論體育明星→看圖說話→聽錄音填空→兩人對話→鞏固與拓展→ Step 1 Leading-

8、in (5’) 1. Warmin-up and revision (1) Daily greetings to the students T: Hello, what is you name? S: My name is …. T: Nice to meet you! S: Nice to meet you, too! (2) Revision (復習) T: What’s this in English?2 S: This is / It is a pencil. T: How do you spell “pencil”? S: P-E-N-C-I-L, p

9、encil. T: Thank you. T: What’s this /that in English? S: This/That is a pen / book / eraser / ruler / dictionary / backpack / Baseball / watch / key / computer game / notebook / ring T: How do you spell ---? S: --- Step 2 Presentation(10’) 1.Presentation : T: What’s this in English? S: I

10、t’s a picture /photo.3 T: Yes, this is a picture of my family. T: Can you see the woman? This is my mother4. Read after me, mother. S: Mother. T: Do you know which one is my father? This is my father4. Do you think he is old? Please read after me, father. S: Father. T: If we want to call

11、 our father and mother together, we can call them parents. T: Father is my parent,5 Mother is my parent, too. They are my parents. T: Now look at these two old people. They are my Grandparents. One is my grandfather, the other one is my grandmother. They are old but they are healthy. T: I

12、have a brother and a sister. And I have an uncle and an aunt. They are my father’s brother and sister. Look, they are here. 2.Work on 1a: T: Now, please open you books, and turn to page 13. look at part 1a. You can see a picture of Dave’s family and some words we have learned just now. Please ma

13、tch the words with the people in the picture.7 … Check the answer. 3.Drill ： T: Now, you are Dave. Please cover the answer of 1a by using a piece of paper then listen to me carefully. I will give you a letter, and you must tell me this letter means which member in your family. For example, I sa

14、y “c”. You should say “This is my mother”.Understand? T: OK, let’s begin. The first one is --, your letter is “d”. S: These are my grandparents. T: Good job. Next one --- S: --- match。。 1b Step 3 Listening practice (10’) The next task is very easy for you. I will play the tape. Please l

15、isten carefully, and circle the people the boy talks about in the picture9. T: Do you get the answer? Who does the boy talk about? S: His brothers and sister. T: Good! 錄音原文 This is my family.Those are my two brothers .And that’s my sister. 1c Step 4 Pair-work (4’) T: I think everyone has

16、known Dave’s family. Two students a group, please introduce Dave’s family10 to each other. Please use “ This is his---.” “These are his---.” S1: This is his father. S2: These are his parents. S: --- Step 5 Work on 2b (10’) T: Today, I would like to introduce an American festival to you, it

17、 is called “Family Day” . Now look at the picture in 2b. These are Dave’s family members.Can you tell me who they are?Listen! T: Can you give me your answer? S: --- T: OK, now we know Dave, Lin Hai, Mary and Jim But T: Look at this woman. Is this Dave’s mother? S: Yes, sh

18、e is / No, she isn’t. T:Are those Dave’s grandparents? S: Yes, they are. / No, they aren’t. --- Step 6 Work on 2c T: Two students a group. Ask and answer by using your own pictures Please use these sentences: “Is this your uncle?” “Are those your parents?” S1: Hi,

19、 XXX. Is this your grandfather? 。 S2: Yes, he is. S1: Are those your parents? S2: No, they are my uncle and aunt. Step6 homework(1’) 1.Copy the new words ,and recite them. 2.Recite P85Unit3 SectionA 2a 2b 3 Preview Section A 3a—4on P.15. . “ Feedback 個人認為本堂課教學目

20、標達成，學生學習積極主動，熱情投入，課堂氛圍非常熱烈。就其成功原因主要在我找到我的很多家庭照片貼近生活地介紹親人，操練靈活，反復運用一般疑問句及其單復數(shù)形式。這課堂緊緊圍繞教學目標 “介紹他人”的用法，創(chuàng)設情境并結合學生的實際，由淺入深展開多種形式的教學活動，學以致用，收效很好。 但在語速加快方面還有待加強。 Period2 SectionA 2d,3a,3b,3c, → Teaching aims 1. 學會說家庭成員的稱謂 2繼續(xù)學習含有be的動詞的基本句。 3. 學會向別人詢問、介紹家庭成員 4要求學會以下句式：(1) That’s… … (2) -

21、--Is he/she… … ---Yes, he/she is.(No, he/she isn’t.) 5.要求掌握以下詞匯：she, he 6. 要求掌握以下縮寫：he’s=he is, she’s=she is (上述句式、詞匯和縮寫應在第二課中出現(xiàn)過，在本課中作為重點可滲透到課堂各個活動中，加深學生對所學知識的印象，使之能被更靈活地運用。)C:\Documents and Settings\Administrator\Local Settings\Temp\Local Settings\Temp\Rar$DI00.078\課件 石峰區(qū) 馮昱 Unit 9 When was

22、 he born 第二課時 課件.ppt Teaching aids CAI Teaching procedures Chart 自由對話學新句型→閱讀鞏固句型→聽力練習→口頭運用句型→ 寫作練習→布置作業(yè) Step 1 Warming-up (3’) (1) Daily greetings to the students T: How are you today?1 S: I am (fine/great/OK/very good). How about you? T: I am (fine, too/not bad/pretty good/awful/te

23、rrible). How is your father / mother / grandfather / grandmother / uncle / aunt / brother / sister? How are your parents / grandparents ---? S: He/She is… T: What’s your name, please? S: I am (My name is) … T: (to the whole class) So that’s …. 2 Step 2 Leading-in (7’) 2. Work on

24、 3a T: Now let’s look at this picture. There are four people in the picture, and the boy and the girl playing basketball are Anna and Paul. Let’s read the words aloud and fill in the blanks with the words from the box. . T: Let’s check the answers: ---Is she your sister? ---Yes, she is. --

25、-And is he your brother? ---No, he isn’t. He is my friend. 3. Step 3 Pairwork(10’) Work on 3b T: Well done! Now read the dialogue in3a with your partner, then change your roles. Ss read it in different roles. T: Oh look, here are some beautiful photos.Is she Cai Yilin?/Coco? Is he Jack Chen?

26、/Yao Ming? Can you make a dialogue like 3a? Step 4 Warm up.(8’) T: I have a friend. His name is Mike. Do you have a friend? S: Yes. T: What’s his/her name? S: His/Her name is Peter. T: Thanks very much.　I think he must be a good boy(to another student) Is Peter your friend too? S: No

27、, he isn’t. T: Who is your friend? S: … … Work on 3c T: I want to know more about your friends or family members. (to the whole class)Do you want to know them too? S: Yes. T: I’d like a student to write down your mother’s, father’s, or friend’s name on the board. The other students guess who

28、the person is. Who’d like to come here? Wei Hua, please. S1: Is… your brother? S2: Is… your friend? S3: Is… your uncle? Step 5 Groupwork (6’) Work on 4--- group work T: Please take out your family photos. Put them in your group S1: Is she your grandmother? S2: Is he you

29、r father? S3: Is she your cousin? (After practicing,ask several pairs to act them.) Step 6 P ractice (7’) 《課程基礎訓練》Unit3課時二 Step 7 Homework (1’) Oral work: (1) Listen to 3a, read and recite it. (2) Go on making up your dialogue with your group members and polish it. Written work:

30、 (1) Copy the sentences in 3a. (2) Write about the pictures on P15 using the sentence structures Period 3 Secton A 1 2a 2b 2c → Teaching aims 學完本課后，學生應能： 1學會說家庭成員的稱謂。 2. 學會談論家庭成員 3要求熟練運用以下句式：(1) These are…(2) This/ That is… … (3) He/She is… 4要求掌握以下詞匯：son, cousin, daughter, u

31、ncle, aunt 5家庭成員單復數(shù)的運用 (上述句式在前幾課中已學過，在本課中要將這些單詞和句型滲透到綜合性活動中，加深學生對所學知識的印象，使之能被更靈活地運用。) Teaching aids CAI, students’ worksheets Teaching procedures Chart 自學教材→實踐語言→聽錄音→結對活動→家庭作業(yè) Step1 Leading-in (3’) a) Daily greetings to the students T: Good morning/afternoon. Who is on duty today? S

32、1: I am. T: Is everyone here today? S1: Yes, Everyone is here./No, … is not here. T: Thank you/Well done.. 1 b) Revision（復習） T: Here are some pictures . 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 clev

33、er. Step2 Presentation (6’) T: Here are some photos. Do you know who he is? S: He is Liu Xing. T: Yes, he is a lovely boy in TV. Who is his father? T: Here are also many people in his family. Let’s guess who they are. Are you ready? S1: Is he? T: You are so wonderful. He is Liu Xing

34、’s grandfather. S2: Is he Xia Yu’s brother? S3: Is he Xia Xue’s uncle? S4: Is she Xia Yu’s aunt? 6 T: Thanks. You are so clever (good/wonderful/…). Step3 Working on 1 (10’) T: Every family has a family tree, can you finish the family tree8 Step 4 Working on 2a (15’) T: Well do

35、ne! Now let’s play a game. Please look at 2a.Let’s see who is the best in your group. Presentation T: Who can say something about Picture 1? S1: There are eight people in the picture. S2:This is Dave’s grandfather. (S3: I think this is Dave’s uncle. … …. 聽力原文 Dave:This is my aunt,and this i

36、s my uncle. Lin Hai:And is this your cousin? Dave: Yes ,and these are her friend. Keys:Picture1 Step5 Working on 2c (5’) 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. Step6

37、 Homework(1’) Oral work: (1.)Listen to 2a, 2c, read and recite it. (2). Draw a family tree about your family Written work: (3) Copy the words in 2a. Feedback 個人認為本堂課教學目標基本達成。在本課的教學過程中創(chuàng)設真實情景，當學生不能正確說出新單詞, 如cousin, grandfather時，鼓勵他們換種方式或中文來表達他們想要表達的含義，同時培養(yǎng)他們在語境中理解新單詞的能力。新單詞呈現(xiàn)后，加入小競賽等小活動, 看哪位學

38、生第一個反應?；钴S了課堂氣氛，對新單詞的讀音和意思也有了更深的印象。筆者以“導學”作為自己的主要任務，借助精心設計的學案來指導、引導和輔導學生高效地掌握所學內(nèi)容。面對難度較大的教學內(nèi)容，并通過形式多樣的教學活動調(diào)動學生的學習積極性和主動性，教學效果良好。 本節(jié)課的遺憾之處在于，節(jié)奏把握稍有欠缺，重點句型的講解不夠細致，影響了學生對后續(xù)內(nèi)容的理解；某些任務之間的銜接稍顯粗糙，使得部分學生思維沒能及時跟進。要解決上述問題，可以在講授重點句型時適當放慢語速，講解過程中多觀察學生的反饋情況，落實小組合作。另外，在學生小組活動時，部分學生積極性不高，主動性不強，致使訓練效果低下，這是今后要重點解決的問

39、題。 Period 4 Section B 3a 3b 4a 4b → Teaching aims 學完本課后，學生應能： 1.學會介紹家庭成員 2.要求熟練運用以下句式: This/That is…… Is/this/that…These are … Yes, she/he is. No, he/she isn’t. (以上句式在前幾課中已有出現(xiàn),在本課中要把這些句式運用到照片的介紹中) 3要求掌握以下句式: Thanks for… 4要求掌握以下詞匯: thanks for, dear, great, photo, here

40、 5要求掌握簡單的書信格式 Keys and puzzles :學會簡單地寫信 Teaching procedures Chart 閱讀短信——利用簡筆畫畫家庭照 →看圖談相片 → 寫圖片內(nèi)容 → 小組活動→ 寫作練習 ---家庭作業(yè) Step 1 Leading-in ( 7’) 1. Warming up and revision (1) Daily greetings to the students T: Good morning/afternoon.. Glad to meet you.

41、 S: Glad to meet you, too. T: How are you today? S: I’m fine/OK/very good, thank you .And you? T: I am great. How is your mother/father/grandmother/…? S: She/He is fine/OK/very good/great. T: Thanks for your answer. (2) Revision T: Please show me the p

42、hoto of your family May I have a look at your family photo? Is this/that your father /mother/…? S: Yes, she/he is. No, she/he isn’t. T: Great! Thanks for your answer. Step 2 Presentation （14’） . Do you want to see my family photo? Here is my family photo. This is my husband, Mr.

43、Zhou. This is my son, Jeff .These are my parents. Work on 3a T: This is a letter from Emma to Mary. Let’s read the letter together. Draw a picture of Emma’s family .Let’s see who is winner Step 3 Working on 3（ 5 ’ ） T: Just now, we drew a picture of Emma’s

44、 family. Now, here is a photo of Mary’s family.Let write about them. T: Please read your article to your partners. Key:This is a family photo.This is the father .This is ….These are the grandparents.These are…. Step4 Working on 4a(5’) T: Now please write a letter to Emma to introduce your fam

45、ily photo Step5 Working on 4b(5’) Divide all the students into 4 groups. Each group put their photos and letters on the board. Ask other groups to match the letters and the photos Step 6 Consolidation (5’) 1,picture意為“照片”時與photo同意義。2.Thanks for thephoto of your family. 謝謝你的家庭照片。 photos為photo的復

46、數(shù)形式 按要求完成句子。 1. This is my friend. (變復數(shù)形式)__________________________ 2. That is my brother.(變一般疑問句) __________________________ Step 7 Homework (1’) 1.Read and recite the new words in Unit 3. 2.Written work: 2 Write a letter to your English teacher to introduce your favorite person.(You mu

47、st put the person’s photo on the letter.) Feedback 總體感覺這課堂進展得比較自然，順利，學生始終處在主動參與和積極配合的狀態(tài)之中，達到了預期的設想，根據(jù)課堂時間安排的情況機動運用.給出報告的開頭部分,以降低難度.要求學生能熟練運用本單元的句式,同時為完成回家作業(yè)打下基礎.整體設計由易到難，從簡單到復雜，大多數(shù)的時間是邊應用邊總結歸納，或歸納之后馬上應用。任務貼近生活且有意義，易于承載語言和提高能力，體現(xiàn)了語言的工具性。 但學生在口語表達時很順利，書面作文時對是動詞，名詞單復數(shù)任然丟三落四。有待更多的運用。 Perio

48、d 5 Section B Selfcheck1,2,3 Teaching Aims 學完本課后，學生應能： 1.學會介紹家庭成員 2.要求熟練運用以下句式: This/That is…… Is/this/that…? These are … Yes, she/he is. No, he/she isn’t. He/She is … . (以上句式在前幾課已有出現(xiàn),在本課中要把這些句式運用各個任務中去,加深學生對所學知識的印象,使之能更靈活地運用到實際生活中.) 1. 要求熟練掌握并運用本單元的單詞 Teaching Procedures Cha

49、rt 朗讀單詞→ 默寫單詞→ 編對話 →練習寫作→布置作業(yè) Step 1 Warming up and revision (5’) 1熱身和.課堂復習部分是為了幫助學生回憶鞏固本單元所學的詞匯和句式 (1) Daily greetings to the students T: Good morning/afternoon.. Glad to meet you. S: Glad to meet you, too.

50、 T: How are you today? S: I’m fine/OK/very good, thank you .And you? T: I am great. How is your mother/father/grandmother/…? S: She/He is fine/OK/very good/great. T: I’m glad to hear that. Thanks for your answer.. (2) Revision T: Please show me the photo of your family. May I

51、have a look at your family photo? Is this/that your father /mother/…? S: Yes, she/he is. No, she/he isn’t. T: Great! Thanks for your answer. T: Can you tell me who is /are your father/parents…? S: Yes. This is my father…/These are my parents. Step 2 Self check (10’) (1) Vocabulary 1. Show

52、a family tree to the students. Ask them to fill in the blanks with proper words. 2. Spot dictation 3. Write new words in your Vocab-Builder. Step3 Make a dialogue (10’) 1.T: These are Mary’s photos of Beijing. Look at the photos and make a dialogue with your partner. (Ask some students

53、to act out their dialogues.) 2.Ask students to complete the dialogues. Step4 Just for fun(5’) Guessing game (Just for fun) One student (S1)must close his eyes. When S2(the student pretends his family member)is knocking at the door, the other students (Ss) ask: Ss: Who is it? S1:

54、Is it my father? Ss: Yes, it is. You are right. (S2 comes into the classroom ) S2: I am your father, and you are my son. Ss: Who is it? S1: Is it my father? Ss No, it isn’t . S1: Is it my …? (Give S1 three chances) Ss: No, it isn’t. You are wrong. (S2 comes into the classroom)

55、 S2: I’m your grandmother. You are my grandson. Step5 Follow-- up Activities(10’) Role--play A birthday party Actors: Jim (Today is his birthday) Kate(Jim’s sister) Mr. and Mrs. Green (Jim’s parents) Lucy and Lily(Jim’s friends, twins ) Jim invites Lucy and Lily to his fa

56、mily to take part in his birthday party. He introduces them to his family members. Step6 A Song →(5’) Listen to a song and learn it Step6 Homework(1’) 1.Review the new words in your Vocab-Bulider. 2.Write down the dialogue “A birthday party”. 3《基礎訓練》Unit3課時 五 Feedback 本人認為這堂課教學目標基本達成,學生比較積極投入學習活動。就其成功原因主要是該任務是一個綜合性的活動.檢查學生對本單元所有內(nèi)容及前面所學的知識的掌握情況.通過這個情景劇的表演能很好地培養(yǎng)學生的語言運用能力.通過參加生日晚會這個學生熟悉的活動,不僅能讓學生在完成活動的過程中運用所學的知識,而且讓他們在真實的語言環(huán)境中感受異國的文化風俗,真正體現(xiàn)了任務型教學的真實性,交際性.為了讓不同層次的學生都能參與,教師可以給出一些句型,以降低難度.但時間把握不太好，學生參與面不夠廣。然而，如何有效地開展閱讀教學，如何開展小組合作學習，調(diào)動大多數(shù)學生的積極性，提高課堂教學效益，還有待進一步研究、解決。