Unit2This is my sister Section A (Grammar Focus-3c)教案2021-2022学年人教版七年级上册英语

Unit 2 This is my sister
Section A (Grammar Focus---3c) (语法课)
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 those的相关用法及who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who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 those的相关用法。本节课教学的重点是指示代词this that these those的相关用法及who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：Who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；who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 purpose of design
Step I. 创设情境，激趣导入 (5mins)GreetingsLead the Ss to watch a video about family members.And find out two family members and two question sentences.3.Brainstorming: Lead the students to go over some family members by brain storming.4.Let’s chant. Greetings.2.Watch a video and find out two family members and two question sentences. 3.Think about other family members. Discuss and revise the family members they know by brain storming. 4.Try to chant togetherand remember some family members. The video will attract the students’attention and they can revise the family members they have learned quickly and know today’s target clearly.The Chant will help the students remember some family members.
教学过程 Step II. 任务启动，听说实践(4mins)1.The teacher presents Some pictures ,Then lead the students try to use the target language structures by talking about family members. A:Who is she B: She is Pei Qi.A: Who is he B: He is her brother.A:Who are they B: They are her parents.…2.Pairwork: Get the Ss to do the pairwork games. A: Who is he B: He is her father.A: Who is she B: She is her mother.A: Who are they B: They are her parents.Step III: 设疑思辨，探究归纳 (13mins）Explore and Found:. Lead the students explore three conversations of Grammar Focus, then summary.2.Consolidation(3a): Get the students to fill in the blanks by using what they have learned in this class.3.Watch a mini-vedio then summary. 4.Game: Get the students stand up as quickly as possible, and repeat the sentences that they have seen quickly.Step IV.多边互动，运用拓展(15 mins)Get the Students show their family photos, and introduce their families to their partner.2.Interview and report: Three Students interview a student in group of four by using the target language structures.“Who is he Who is she Who are they ” Then report. 1.Learn to use the target language structures by talking about family members.A:Who is she B: She is Pei Qi.A: Who is he B: He is her brother.A:Who are they B: They are her parents /grandparents.Students do the pairwork.A: Who is he B: He is her father.A: Who is she B: She is her mother.A: Who are they B: They are her parents.1.The students try to explore three conversations then discuss and summary.2.Fill in the blanks by using what they have learned just now.3.Watch a mini-vedio then summary. 4.Students stand up as quickly as possible and repeat the sentences that they have seen quickly.1.Students take out theirfamily photos and introduce their families to their partner2.Three Students interview a student in group of four by using the target language structures.“Who is he Who is she Who are they ” Writing practice about “My Friend’s Family”.Share the writing in front of the students. Try to get the students use the target language structures by talking about family members.Pairwork Games can bring the Ss into a real situation, it can help the Ss to get a better understanding of the target language.The students explore the target conversations in groups of four. It can improve the students’ cooperative ability.This activity can help to consolidate what the students have learned.The activity can attract the students’ interest of learning .Their listening skills will be enhanced.It can help the students to write down some complete sentences. It is helpful for the following writing practice.There is an input, there is an output. Under the basis of students' input, let students do some practice to check their learning outcome. To foster students' cooperation ability through the activity of Interview and Report. At the same time It can also improve the students' ability to use language by writing practice.
Ending words: (2mins)In our life, you should love your family. It means kiss your mother, help your father, respect your grandparents, look after your brother and sister.Homework: Write a short passage about “ My Friend’s Family” Listen and remember the sentences. To permeate the teaching objectives in emotional attitude and value.
板书设计 Unit 2 This is my sister Section A（Grammar Focus-3C）Who is he --He is...Who is she --She is...Who are they --They are... This is... That is...These are... Those are...
教学反思