初中英语人教新目标 (Go for it) 版七年级上册Unit 2 This is my sister.Section A教案

这是一份初中英语人教新目标 (Go for it) 版七年级上册Unit 2 This is my sister.Section A教案，共6页。教案主要包含了教学设计说明等内容，欢迎下载使用。
Unit2 This is my sister教学实际一．学情分析针对本届七年级学生基础相差悬殊的特点，安排设计了照顾全体的精讲多练，由浅入深的活动。设计了大量的口语对话和角色表演，以解决学生们口语表达能力差的问题。另外，根据现在社会的离婚率很高，班里单亲的家庭很多，为了顾及每个孩子的感受，避开让孩子们谈论自己的家庭。本单元由Section A、Section B和Self Check三部分组成，这三部分紧紧围绕“家庭”这一学生感兴趣的话题，通过一系列的听、说、读、写、画等任务的设置, 让学生学习如何“介绍人物、识别人物”。本单元与前后单元不仅在话题、功能上过渡自然，而且在结构上衔接紧密。本课时主要涉及Section A部分的教学。 二．教学目标A、语言知识1）学习并掌握与家庭成员有关的词汇father, mother, grandfather, grandmother, brother, sister, uncle, aunt, parent (s), grandparent (s), friend 等;2）学会初步运用指示代词this/that/these/those与人称代词 he,/she3) 句型　This/That is …… . These/Those are…… .  Who’s she/ he…… ? Who’re they……?B、语言技能    要求学生能进行简单的人物关系的描述，传达信息；能根据相关信息辨别人物；能简单地介绍自己的家人和朋友；培养学生听、说、读、写和创新能力。C、情感态度让学生在具体的语言情境的交际中，感受英语所带来的实用性及成功的喜悦，增强学生学习英语的兴趣和信心；通过对家庭成员之间关系的描述，增进学生热爱家人的情感，以及增进同学之间对彼此家庭的了解；鼓励学生之间地积极的良性的交往及合作，培养友好互助的精神。 三．教学重难点：重点：1)掌握家庭成员的称谓。2)介绍和询问家庭成员。难点:1)在复数情况下运用代词these, those并注意搭配的Be动词为are。2)要求学生可以用简单的语句在口头上和书面上来描述家庭成员。 四．教学方法：新课程重视以人为本，强调素质教育，重视课堂中知识的生成。在教学中，要注意发挥学生的主体作用，把空间留给学生。抓住七年级学生活泼好动，表现欲强的心理特点，课堂上我设计了大量的听、说、读、写的训练，启发学生动脑思考，鼓励学生大胆开口，畅所欲言，尽可能运用英语表达实际意义，从而最大限度地调动学生的积极性和主动性。教学中，我主要通过合作学习小组竞争又互助的形式，精讲巧练，由浅入深，由易到难，由已知到未知，循序渐进地深化教学内容。展开以教师为主导，以学生为主体的师生双边活动。 五．Teaching steps （教学步骤）1. Warming-up and revision（课堂热身和复习）  (1)Daily greetings to the students  T: Hello, What’s your name?  S: My name is …  T: Nice to meet you!  S: Nice to meet you, too! (2) Revision （复习）  1）T: What’s this in English? (Show some pictures or play PPT)     S: It’s a jacket.     T: Spell it, please.     S: J-A-C-K-E-T, jacket.       T: What color is it?     S: It’s purple.   2）T: Is he Eric? （指着班上的学生进行问答。）     S: Yes, he is.      T: Is she Cindy?     S: No, She isn’t. She’s Helen.     T: What’s his name?     S: His name is Bob.   3）T: This is ...  （利用书上所出现的人物图片引导学生说出名字。）     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 Cindy and Dale. 【教学设计说明】复习前几个单元的基本句型，是对所学知识的回顾，也是正式上课前的热身。让学生指认班上的同学并询问姓名，把学生的语言交际放在真实的情境中，可以极大地调动学生的学习兴趣。通过复习学生已知的人物，引出介绍人物的句型。 2. Presentation （呈现新知识） T: What’s this in English? S: (Teacher helps the students to say) It’s a picture/photo.  T: Yes, this is a picture of a family.    Can you see the woman? This is my mother. (板书mother) She is my mother. Read after me, mother.  S: Mother, mother, mother.  T: Can you see the man? That is my father. (板书father) He is my father.  S: Father, father, father.  T: Mother is my parent. Father is my parent, too. (板书parent) These are my parents. (板书these, parents) They are my parents. Read after me. Explanation: 名词分为可数名词和不可数名词两类。可数名词有单数和复数之分，变为复数形式时，一般情况是在单数名词后加“-s”，如：pen→pens, parent→parents；  (以此方法将图片上的grandfather, grandmother, grandparents, brother, sister引出)【教学设计说明】借着上一步复习的句型，拿出一张全家福，引入到family的话题；分别指向相应的人物来介绍，引出新的词汇，并教学生朗读，以确保他们发音的正确。在此环节的最后，说明可数名词单数变复数的最基本用法，为后面进一步的学习埋下伏笔。 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 Dave’s 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. 【教学设计说明】说到match的时候用手做比划，示范什么是match。学生完成任务后再抽学生朗读，主要是检查他们是否掌握了这些词汇的读音。 4. Drill (练习) 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”. You should say “This is my mother.” I say “b”. You should say “These are my parents.” Understand?  T: OK. Let’s begin. Tom, Stand up, please. Your letter is “e”. Tom: This is my grandfather.   T: Good job. Next one is … 【教学设计说明】让学生扮演图片中的人物Dave，是帮助他们用第一人称来介绍家庭成员，进一步熟悉刚学到的新词汇。 5. Work on 1b （完成1b） （1） T: Next, I 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 does 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. 【教学设计说明】此环节着重是听力训练。让学生在听对话的过程中抓住关键词汇，由于前面已做了一些训练，因此学生听起来比较容易，让他们都有一次成功的喜悦和感受，这样可以增强他们的学习自信心。6. Presentation （呈现新知识）  Draw a boy and two boys on the board and present the sentences:  1) This is my friend. These are my friends. （教师站在黑板近处）   Who’s he? He’s my friend.   Who are they? They are my friends.  2) That is my brother. Those are my brothers. （教师站在理黑板较远的地方）   Who’s he? He’s my brother.    Who are they? They are my brothers. 【教学设计说明】此环节通过教师所站的位置来表示this，these 和that，those的区别，同时也让学生明白单复数形式表达的词汇是不同的。 7. Work on 1c （完成1c） （1）T: Now you are Dave. Please introduce your family to me. You can use “That’s my … Those are my …”  （2）T: Who’s she/he?    S: He/She is my …  （3）T: Now please open your books at Page 57. Look at Note 1 in Unit 2. Let’s learn the culture: 中外家庭亲属成员之间称谓的文化差异【教学设计说明】此环节是让学生运用所学句型来进行操练，有利于巩固所学句型。同时，让学生看书后57页的注解，帮助他们了解中外家庭亲属成员之间称谓的文化差异。 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 let’s listen to the recording carefully and circle the words you hear.  （3）T: Can you get the answers? Please check the answers.  （4）T: Please look at 2b. I’ll play the recording once again, and you match the words with the people in the picture. （强调match） （5）T: Who is Jenny?    S: She is “d”.    T: Who’s …?   S: …【教学设计说明】此环节进一步巩固了本堂课所学的词汇和句型。通过反复听读，可以让学生尽快熟悉生词。学生将单词与人物连线，是检查学生能否根据所听到的内容辨认图中的人物。 9. Work on 2c  （完成2c）（1）Teacher points at the picture and practices with the students. T: Please look at the picture again. Who’s she? S: She’s Cindy.   T: Who’s he?  S: He’s her father. （2）Now you can practice talking about the photo in 2b in pairs. 【教学设计说明】此环节先通过教师与学生的对话示范，让学生清楚教师的意图—怎么进行对话。然后学生两人一组进行操练，可以使他们更加容易并熟练地掌握本堂课的内容。 10. Homework （课后作业） Oral: 1. 朗读并熟记第7页的单词和句子。   2. 准备一张全家福，用所学的单词和句型进行介绍。（提醒学生记住在本单元后面的几堂课上都要使用。）Written:抄写第7页的单词和句子。