还剩3页未读，
继续阅读
人教新目标 (Go for it) 版七年级上册Section A教案
展开
这是一份人教新目标 (Go for it) 版七年级上册Section A教案，共5页。
教 学 设 计
设计
理念
遵循新目标英语教学循序渐进的理念，以学生为主体，逐步培养学生语言能力的运用，让学生在用中学，学中用。教学中关注学生实际，倡导学生参与、体验、亲身实践、合作探究，从而实现教学方式和学习方式的转变。
教
材
分
析
本节课的教学内容是围绕家庭(family)展开，主要围绕指示代词this that these thse的相关用法及wh引导的特殊疑问句及其问和答来展开教学。让学生通过对话和探究来了解wh引导的特殊疑问句及答语。并让学生用微课的方式来学习指示代词this that these thse的相关用法。本节课教学的重点是指示代词this that these thse的相关用法及wh引导的特殊疑问句及其答语。让学生能运用所学句型来询问身边的人或物，并用英语来介绍自己和他人的家庭成员，最终达到实际运用语言的能力。
学习者
特征分析
初中七年级的学生，通过初一11个星期的初中英语学习，在英语知识方面有了一定的英语学习基础，但是随着知识点的增多和难度的加大，学生学习畏难情绪日益严重，再加上身心发展的特点，学习英语的兴趣有所降低。所以本课时我通过设计初一学生感兴趣的活动和游戏，采用多种好玩的活动方式来充分调动和激发他们对学习英语的积极性和主动性，使其在这节课的活动中掌握和运用所学语言，达到学以致用，同时培养学生对家庭的热爱之情。
教学目标
知
识
技
能
知识目标：
Wh引导的特殊疑问句及回答
指示代词的用法及相应be动词的选择.
This is... That is ...的单数句变复数句.
能用所学句型介绍自己的家人和朋友。
能力目标：
创设情境，运用头脑风暴，chant、对话、小组探究、游戏、采访汇报等多种方式，激励和引导学生完成老师预设的各项任务，目的在于培养学生运用目标语言的能力及运用语言写作的能力。
3.情感目标：
了解本课的学习培养学生对家庭的热爱之情。
过程
方法
采用循序渐进的教学模式，让学生在教学活动中参与和完成真实的教学任务，从中体验学习的快乐。因此我采用了“任务-探究-创造”的教学方法，让学生在有趣、真实、开放的语言环境中，学会观察、思考、讨论和总结。
2. 利用自主、合作的学习方式，最大限度地调动学生的积极性，发挥教师的指导作用，突出学生的主体地位。通过头脑风暴，chant、对话、小组探究、游戏、采访汇报等方式，提高学生学习英语的兴趣，从而培养学生综合运用语言的能力。
教学
资源
准备
1. 多媒体课件的使用，扩大学生的知识面，创设必要的语言环境，加速感知和理解事物的能力。
2. 黑板、粉笔、教具，板书弥补多媒体教学的不足。
3. 导学案的使用降低学生学习的难度，促进教学任务的实施。
教学
重点
难点
教学重点：感知、理解、掌握指示代词的相关用法；wh引导的特殊疑问句及其问和答。培养学生正确使用英语句型来介绍自己的家人及身边的人或物，提升学生综合运用语言的能力。
（2）教学难点：用指示代词来介绍自己和他人的家庭成员并进行语言输出。
教学过程
Teacher’s activities
Students’ activities
The purpse f design
Step = 1 \* ROMAN I. 创设情境，激趣导入 (5mins)
Greetings
Lead the Ss t watch a vide abut family members.And find ut tw family members and tw questin sentences.
3.Brainstrming: Lead the students t g ver sme family members by brain strming.
4.Let’s chant.
Greetings.
2.Watch a vide and find ut tw family members and tw questin sentences.
3.Think abut ther family members. Discuss and revise the family members they knw by brain strming.
4.Try t chant tgether
and remember sme family members.
The vide will attract the students’attentin and they can revise the family members they have learned quickly and knw tday’s target clearly.
The Chant will help the students remember sme family members.
教学过程
Step = 2 \* ROMAN II. 任务启动，听说实践
(4mins)
1.The teacher presents
Sme pictures ,Then lead the students try t use the target language structures by talking abut family members.
A:Wh is she?
B: She is Pei Qi.
A: Wh is he?
B: He is her brther.
A:Wh are they?
B: They are her parents.
…
2.Pairwrk: Get the Ss t d the pairwrk games.
A: Wh is he ?
B: He is her father.
A: Wh is she?
B: She is her mther.
A: Wh are they?
B: They are her parents.
Step = 3 \* ROMAN III: 设疑思辨，探究归纳 (13mins）
Explre and Fund:. Lead the students explre three cnversatins f Grammar Fcus, then summary.
2.Cnslidatin(3a): Get the students t fill in the blanks by using what they have learned in this class.
3.Watch a mini-vedi then summary.
4.Game: Get the students stand up as quickly as pssible, and repeat the sentences that they have seen quickly.
Step = 4 \* ROMAN IV.多边互动，运用拓展
(15 mins)
Get the Students shw their family phts, and intrduce their families t their partner.
2.Interview and reprt: Three Students interview a student in grup f fur by using the target language structures.
“Wh is he? Wh is she? Wh are they?” Then reprt.
1.Learn t use the target language structures by talking abut family members.
A:Wh is she?
B: She is Pei Qi.
A: Wh is he?
B: He is her brther.
A:Wh are they?
B: They are her parents /grandparents.
Students d the pairwrk.A: Wh is he ?
B: He is her father.
A: Wh is she?
B: She is her mther.
A: Wh are they?
B: They are her parents.
1.The students try t explre three cnversatins then discuss and summary.
2.Fill in the blanks by using what they have learned just nw.
3.Watch a mini-vedi then summary.
4.Students stand up as quickly as pssible and repeat the sentences that they have seen quickly.
1.Students take ut their
family phts and intrduce their families t their partner
2.Three Students interview a student in grup f fur by using the target language structures.
“Wh is he? Wh is she? Wh are they?” Writing practice abut “My Friend’s Family”.
Share the writing in frnt f the students.
Try t get the students use the target language structures by talking abut family members.
Pairwrk Games can bring the Ss int a real situatin, it can help the Ss t get a better understanding f the target language.
The students explre the target cnversatins in grups f fur. It can imprve the students’ cperative ability.
This activity can help t cnslidate what the students have learned.
The activity can attract the students’ interest f learning .Their listening skills will be enhanced.
It can help the students t write dwn sme cmplete sentences. It is helpful fr the fllwing writing practice.
There is an input, there is an utput. Under the basis f students' input, let students d sme practice t check their learning utcme.
T fster students' cperatin ability thrugh the activity f Interview and Reprt. At the same time It can als imprve the students' ability t use language by writing practice.
Ending wrds: (2mins)
In ur life, yu shuld lve yur family. It means kiss yur mther, help yur father, respect yur grandparents, lk after yur brther and sister.
Hmewrk: Write a shrt passage abut “ My Friend’s Family”
Listen and remember the sentences.
T permeate the teaching bjectives in emtinal attitude and value.
板
书
设
计
Unit 2 This is my sister
Sectin A（Grammar Fcus-3C）
Wh is he ? --He is...
Wh is she? --She is...
Wh are they? --They are...
This is... That is...
These are... Thse are...
教学
反思
教 学 设 计
设计
理念
遵循新目标英语教学循序渐进的理念，以学生为主体，逐步培养学生语言能力的运用，让学生在用中学，学中用。教学中关注学生实际，倡导学生参与、体验、亲身实践、合作探究，从而实现教学方式和学习方式的转变。
教
材
分
析
本节课的教学内容是围绕家庭(family)展开，主要围绕指示代词this that these thse的相关用法及wh引导的特殊疑问句及其问和答来展开教学。让学生通过对话和探究来了解wh引导的特殊疑问句及答语。并让学生用微课的方式来学习指示代词this that these thse的相关用法。本节课教学的重点是指示代词this that these thse的相关用法及wh引导的特殊疑问句及其答语。让学生能运用所学句型来询问身边的人或物，并用英语来介绍自己和他人的家庭成员，最终达到实际运用语言的能力。
学习者
特征分析
初中七年级的学生，通过初一11个星期的初中英语学习，在英语知识方面有了一定的英语学习基础，但是随着知识点的增多和难度的加大，学生学习畏难情绪日益严重，再加上身心发展的特点，学习英语的兴趣有所降低。所以本课时我通过设计初一学生感兴趣的活动和游戏，采用多种好玩的活动方式来充分调动和激发他们对学习英语的积极性和主动性，使其在这节课的活动中掌握和运用所学语言，达到学以致用，同时培养学生对家庭的热爱之情。
教学目标
知
识
技
能
知识目标：
Wh引导的特殊疑问句及回答
指示代词的用法及相应be动词的选择.
This is... That is ...的单数句变复数句.
能用所学句型介绍自己的家人和朋友。
能力目标：
创设情境，运用头脑风暴，chant、对话、小组探究、游戏、采访汇报等多种方式，激励和引导学生完成老师预设的各项任务，目的在于培养学生运用目标语言的能力及运用语言写作的能力。
3.情感目标：
了解本课的学习培养学生对家庭的热爱之情。
过程
方法
采用循序渐进的教学模式，让学生在教学活动中参与和完成真实的教学任务，从中体验学习的快乐。因此我采用了“任务-探究-创造”的教学方法，让学生在有趣、真实、开放的语言环境中，学会观察、思考、讨论和总结。
2. 利用自主、合作的学习方式，最大限度地调动学生的积极性，发挥教师的指导作用，突出学生的主体地位。通过头脑风暴，chant、对话、小组探究、游戏、采访汇报等方式，提高学生学习英语的兴趣，从而培养学生综合运用语言的能力。
教学
资源
准备
1. 多媒体课件的使用，扩大学生的知识面，创设必要的语言环境，加速感知和理解事物的能力。
2. 黑板、粉笔、教具，板书弥补多媒体教学的不足。
3. 导学案的使用降低学生学习的难度，促进教学任务的实施。
教学
重点
难点
教学重点：感知、理解、掌握指示代词的相关用法；wh引导的特殊疑问句及其问和答。培养学生正确使用英语句型来介绍自己的家人及身边的人或物，提升学生综合运用语言的能力。
（2）教学难点：用指示代词来介绍自己和他人的家庭成员并进行语言输出。
教学过程
Teacher’s activities
Students’ activities
The purpse f design
Step = 1 \* ROMAN I. 创设情境，激趣导入 (5mins)
Greetings
Lead the Ss t watch a vide abut family members.And find ut tw family members and tw questin sentences.
3.Brainstrming: Lead the students t g ver sme family members by brain strming.
4.Let’s chant.
Greetings.
2.Watch a vide and find ut tw family members and tw questin sentences.
3.Think abut ther family members. Discuss and revise the family members they knw by brain strming.
4.Try t chant tgether
and remember sme family members.
The vide will attract the students’attentin and they can revise the family members they have learned quickly and knw tday’s target clearly.
The Chant will help the students remember sme family members.
教学过程
Step = 2 \* ROMAN II. 任务启动，听说实践
(4mins)
1.The teacher presents
Sme pictures ,Then lead the students try t use the target language structures by talking abut family members.
A:Wh is she?
B: She is Pei Qi.
A: Wh is he?
B: He is her brther.
A:Wh are they?
B: They are her parents.
…
2.Pairwrk: Get the Ss t d the pairwrk games.
A: Wh is he ?
B: He is her father.
A: Wh is she?
B: She is her mther.
A: Wh are they?
B: They are her parents.
Step = 3 \* ROMAN III: 设疑思辨，探究归纳 (13mins）
Explre and Fund:. Lead the students explre three cnversatins f Grammar Fcus, then summary.
2.Cnslidatin(3a): Get the students t fill in the blanks by using what they have learned in this class.
3.Watch a mini-vedi then summary.
4.Game: Get the students stand up as quickly as pssible, and repeat the sentences that they have seen quickly.
Step = 4 \* ROMAN IV.多边互动，运用拓展
(15 mins)
Get the Students shw their family phts, and intrduce their families t their partner.
2.Interview and reprt: Three Students interview a student in grup f fur by using the target language structures.
“Wh is he? Wh is she? Wh are they?” Then reprt.
1.Learn t use the target language structures by talking abut family members.
A:Wh is she?
B: She is Pei Qi.
A: Wh is he?
B: He is her brther.
A:Wh are they?
B: They are her parents /grandparents.
Students d the pairwrk.A: Wh is he ?
B: He is her father.
A: Wh is she?
B: She is her mther.
A: Wh are they?
B: They are her parents.
1.The students try t explre three cnversatins then discuss and summary.
2.Fill in the blanks by using what they have learned just nw.
3.Watch a mini-vedi then summary.
4.Students stand up as quickly as pssible and repeat the sentences that they have seen quickly.
1.Students take ut their
family phts and intrduce their families t their partner
2.Three Students interview a student in grup f fur by using the target language structures.
“Wh is he? Wh is she? Wh are they?” Writing practice abut “My Friend’s Family”.
Share the writing in frnt f the students.
Try t get the students use the target language structures by talking abut family members.
Pairwrk Games can bring the Ss int a real situatin, it can help the Ss t get a better understanding f the target language.
The students explre the target cnversatins in grups f fur. It can imprve the students’ cperative ability.
This activity can help t cnslidate what the students have learned.
The activity can attract the students’ interest f learning .Their listening skills will be enhanced.
It can help the students t write dwn sme cmplete sentences. It is helpful fr the fllwing writing practice.
There is an input, there is an utput. Under the basis f students' input, let students d sme practice t check their learning utcme.
T fster students' cperatin ability thrugh the activity f Interview and Reprt. At the same time It can als imprve the students' ability t use language by writing practice.
Ending wrds: (2mins)
In ur life, yu shuld lve yur family. It means kiss yur mther, help yur father, respect yur grandparents, lk after yur brther and sister.
Hmewrk: Write a shrt passage abut “ My Friend’s Family”
Listen and remember the sentences.
T permeate the teaching bjectives in emtinal attitude and value.
板
书
设
计
Unit 2 This is my sister
Sectin A（Grammar Fcus-3C）
Wh is he ? --He is...
Wh is she? --She is...
Wh are they? --They are...
This is... That is...
These are... Thse are...
教学
反思
相关教案
初中英语人教新目标 (Go for it) 版七年级上册Section A教学设计： 这是一份初中英语人教新目标 (Go for it) 版七年级上册<a href="/yy/tb_c10898_t8/?tag_id=27" target="_blank">Section A教学设计</a>，共3页。
初中英语人教新目标 (Go for it) 版七年级上册Section A教案设计： 这是一份初中英语人教新目标 (Go for it) 版七年级上册Section A教案设计，共5页。教案主要包含了教学目标，教学重难点，教学策略，教学过程步骤一等内容，欢迎下载使用。
初中英语人教新目标 (Go for it) 版七年级上册Section A公开课表格教学设计： 这是一份初中英语人教新目标 (Go for it) 版七年级上册Section A公开课表格教学设计，共9页。教案主要包含了教材版本与册数，单元名称，本单元话题，本单元重点掌握目标，教材内容拆分分析等内容，欢迎下载使用。
