Unit 2 第3课时 (Section B 1a-1d) （教学设计）-七年级英语上册同步备课系列（人教新目标Go For It!）

这是一份Unit 2 第3课时 (Section B 1a-1d) （教学设计）-七年级英语上册同步备课系列（人教新目标Go For It!），共6页。

Unit2 This is my sister.Section B 1a-1d单元Unit2课时第3课时教学目标语言知识：通过情境体验，能够掌握目标词汇，运用目标语言介绍自己的家人，提升口语交际能力。通过看图说话，能够谈论自己和他人的家庭成员。学习能力：通过观察图片，能够分析图片差异，预测听力内容，提高听力策略运用能力。通过小组合作，能够制作自己和他人的家族树并进一步了解班级同学。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，提高跨文化交际意识，提升对家庭的归属感。教学重难点通过观察图片，能够分析图片差异，预测听力内容，提高听力策略运用能力。通过小组合作，能够制作自己和他人的家族树并进一步了解班级同学。教学工具IWB, PPT教学方法任务型教学法、情景交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.T lets students watch the video about the family and asks Ss to repeat. 3. T shows a picture and asks: Do you have a big family? Can you figure out the relationship between family members?观看视频并跟读。观察图片回答问题，并介绍自己的家人。利用动画，引出本课主题—家庭成员，通过图片引导学生运用句型介绍自己的家人。Step 2Pre-listeningT shows students the family tree.T teaches the new words by showing some pictures.T asks students to read after the tape and explain that “grandpa, grandma, mom, dad” are less formal.T asks the students to finish the task in 1a--This activity is to help Ss use the target language to complete a family tree. Have Ss learn the different terms that are commonly used for each family member. Write on the board:Grandfather/GrandpaGrandmother/GrandmaMother/MomFather/Dad观察家庭树，学习新单词。跟随老师一起，学习新单词，跟读录音。完成书本1a部分的练习，将家庭树填充完整。通过图片和英文释义，辅助学生更好理解家庭成员的称谓，通过跟读录音，培养学生的语音语调意识。回归书本，操练新知。Step 3While-listeningThe activity is to give Ss practice recognizing the target language. The T can use Answer Poll to check Ss’ answers: Find out how many Ss obtained the correct answers in an activity by taking a poll. List the possible answers on the board (but do not tell Ss the correct answers). Then ask Ss to raise their hands for each item they checked. In this way, you can count how many Ss checked each item. Finally, tell Ss the correct answers. How many were correct? How many were wrong?Answers:aunt; uncle; cousin; friends; grandpa, grandma.This activity is to provide guided listening and speaking practice with the target language. The T can guide Ss to use picture clues. Before listening , the T can ask Ss to look at the pictures in 1c and discuss the following questions:How many people are in the pictures?Who are they?Where are they?What are they doing?In this way, Ss are better prepared to answer listening comprehension questions.T plays the recording and asks Ss to do the match task in 1c. Listen again. Which picture are Jiang Tao and Tom talking about?T asks Ss to listen and repeat.完成书本1a练习，将你听到的单词打勾。核对答案。观察图片，进行听前预测。听录音，完成书本1c任务。跟读听力材料。通过齐读环节，将听力内容进行熟悉，教授学生抓关键词的听力技巧。通过观察图片回答问题进行听前预测，为之后听力活动扫清障碍。跟读听力文本，培养学生的语音语调意识。Step 4Post-listeningT asks students to work in pairs to introduce Jiang Tao’s family to your classmates.The activity is to provide Ss with speaking practice using the target language. Ask Ss to draw their families and friends. Then Ss work in pairs to introduce the people in their pictures. The T can observe and offer help to Ss in need. Ss should pay attention to the accuracy of Ss’ speaking.T asks students to think about How to translate uncle and aunt into Chinese?根据1c部分的信息，与同桌进行问答练习。小组活动：完成书本1d的活动，画一张家人的图片并向朋友介绍他们。根据表格表述，用中文翻译这些称谓。根据书本内容进行对话练习，培养学生的交际意识。小组活动充分发挥学生的自主合作探究能力，有利于发展学生的创造力，培养了学生的合作与交际能力。跨文化意识的渗透，引导学生对比两种文化的异同。Step 5Language 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。Step6 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 7SummarySummarize 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 8 Homework1. Write down your conversation about asking classmates’ families.2. Search some interesting information or facts about family members. 3. What else can be our family members except （除······之外）people?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 wordsKey sentencesgrandpa＋grandma＝grandparentsdad＋mom＝parentsdaughter，son，cousin，grandpa，mom，aunt，family tree，grandma，dad，uncleThese are my parents and this is my grandma.This is my friend，Lin Fang.教学反思：The design of activities before listening(Activities1a and 1b) is very important. The purpose is to activate the memory in students' brain, recall the learned words, phrases and sentence patterns, and pave the way for listening activities. At the same time, students' response process is also to learn and consolidate language knowledge in application.