人教版七年级上册 Unit2 This is my sister. SectionA 1a-2d 教案

Unit 2 This is my sister.
( Section A 1a-2c)
一、教学内容分析
本单元位于本册书的第二单元，话题为介绍、辨认他人，是前一单元“介绍自己”交际话题的拓展延伸，符合刚入学孩子由陌生到熟悉的心理过程；Subject pronouns 和Plural nouns的学习为后面单元的学习奠定了坚实基础。另外，本课为本单元的第一课时，初步认识如何介绍他人及辨认他人的功能句：This/That is… , These/Those are…，Is he/she…, Are these/those/they…，掌握有关家人的关键词：mother, father, brother, sister, parents, grandparents等，为后面课时的巩固、运用埋下伏笔。因而本节课起着承上启下的作用。
二、教学目标
（一）知识目标 ( Knowledge Goals )：
1. Learn key words: family, mother, father, parents, brother, grandmother, grandfather, grandparents, sister, who, those, these
2. Know target language: --- This/That is …
---These/Those are…
---Who is he/she
---He/She is…
---Who are these/those
---They are ...
（二）能力目标 (Ability Goals )：
Improve listening and communicative skills. 学会介绍及辨认他人；初步学会使用Subject pronouns I, he, she ,they; Demonstrative pronouns this, that, these, those ;Plural nouns and Who question。
（三）过程与方法
利用一首符合本课内容的歌曲导入新课，以游戏活动为主，通过听力训练、小组合作会话等形式，不断提升学生学习的兴趣，逐步强化课本的重难点，调动各层次学生参与学习。同时充分发挥 Smartboard 平台作用：整合运用各种“工具”“模板”协助操练和运用目标语。极大地降低了教学难度，提高了学生动脑能力；激发了他们学习的热情和兴趣；调动了他们学习的积极性和主动性。
（四）情感目标 ( Emotion Goal )：
Learn to introduce and identify others to make you know more each other and strengthen the friendship.
三、学习者特征分析
本单元的知识小学阶段书本中都出现过，但是由于我校地理位置偏向郊区，城里的家长很重视英语，这部分孩子小学学的扎实；可是农村家长对孩子英语的学习漠不关心，再加小学课时少，因而他们的孩子底子很薄，所以本班学生对本节课知识掌握的程度参差不齐。但本课时的话题为介绍和认识他人，学生们刚进入初中，新鲜感和好奇心很强，渴望认识他人和被他人接纳，很乐于接受这种话题。
四、教学策略选择与设计
本课采用小组合作、讲授式、启发式、学生评价等教学策略，在网络资源下，老师做为主导者的角色引导学生利用资源进行自主学习。
1.能够通过小组活动学会与他人合作。
2.通过小组合作探究、启发等方式培养学生的口头归纳能力。
五、教学重点及难点
（一）教学重点 (Teaching important points)：
1. Learn to use key words and target language.
2. Know the usages of subject pronouns; demonstrative pronouns; plural nouns and Who question。
（二）教学难点 (Teaching difficult points)：
1. Use the target sentences to introduce or identify others.
2. Use the plural forms correctly in communications.
六、教学过程
Task One Lead in
Step 1 Warming up
T: Let’s listen to the song come and see my family. And tell us who they are in the pictures.
Ss: That is my mother, father, brother and sister...
设计意图：对刚进入初中的学生而言，简单歌词的歌曲能激发他们课堂学习热情和兴趣，歌词中的this is my father/mother/brother 等，即包含了介绍他人的功能句，又含有本课要学的关键词，此处歌曲的导入一举三得。
Step 2 Presentation
T: In the family we also can see others, guess who they are in the following pictures.
Ss: They are my grandparents and friends.
Tips: Pay attention to the plural forms: is---are, this---these,
that---those, it/he/she---they, parent---parents, friend---friends.
Introduce the plural forms of nouns.
设计意图：截取歌曲视频中部分图像，回忆歌曲内容，进一步把学生引导到本课的重要知识点上，使学生对本节课的重点知识有初步的感知。
Task Two Practice
Step 1 Game
T: There is a frog, it ate many key words, Let’s look at what words they are. If you know, please tell us.
Ss:…
T: Read after me three times.
Ss:
T: Now read the words one by one.
S1:…
S2:…
T: Let’s make a game, look at the picture, guess who is that
S3:…
设计意图：利用Smartboard 工具模板中生成“文本生成器”探究学习关键词，再利用活动模板中的“图文配对”进行游戏活动，复习关键词和有关功能句，这些活动和帮助学生巩固了重点知识内容，同时也进一步提高了学生的课堂学习热情。
Step 2 Pairwork
T: There are some people whom we are/are not familiar with, let’s know their family.
S1: This is Xiaoyu. They are his family.
S2: Who is the man
S1: He is his brother.
...
设计意图：借用Smartboard 工具模板生成中的“骰子”设置六张单人照片，并且安排了他们的全家福照，先将单人照上置在全家福上面，并设置为“淡出”。一对同学随机掷骰子，上面显示谁的照片，就讨论谁的全家福。“掷骰子”让学生跃跃欲试，连平时不主动的学生也踊跃举手，因为每个人的全家福成员都不一样，所以不同的功能句用的次数多、面广，使学生的操练既有深度又有宽度。
Step 3 Listening
T: Open your book at P. 8, listen to the tape and match the names with the people.
S1:...
T: Listen again to get “who is Jenny, ...” and write them in the blank in 2b.
设计意图：改变书本中听力设计的要求，把它变成听写单词，因为经过前面的学习学生已经能理解本课的重点内容，所以设计了比说更高的要求“写”，写也深化了对听的要求，提高了听力技能。
Step 4 Guessing
T: There are some pictures in the camera, you can hide some persons’pictures, your partner will guess them according to some clue.
S1: Who is this
S2:Is it her mother/sister/grandmother...
S1:Yes, she is.
No, she isn’t. She is...
S3:...
设计意图：借用Smartboard 工具模板生成中的“随机图片工具”储存十几张照片和遮盖纸，另一边也准备一张遮盖纸，两两同学一人转身背对黑板，一人选照片并做遮盖，然后根据照片中的蛛丝马迹猜测被遮盖人的家庭身份。由于猜测的不确定性，所以学生会重复使用各种功能句，这种游戏又提供了真实的语境，本课的难点在不知不觉的嘻戏中被解决。
Task Three Consolidation
Step 1 Summary
T: Look at the blackboard, in this lesson we have learned to introduce and identify people, please read out the target sentences and key words.
Ss:...
设计意图：总结本节课的重难点，让学生由面再次回到点上，完成本节课的知识目标。
Step 2 Self check
T: Take out the test paper, finish all the exercises by yourself.(试题见后面)
Ss:...
设计意图：试题有名词变复数、单项选择、补全对话和阅读短文填单词等。围绕本节课的重难点，设计难度上循序渐进，巩固深化本节课的内容。
Step 3 Continuation
T: There are different kinds “fathers”, do you know Such as Father Time, Father Christmas, stepfather, fatherland and father-in-law.
Ss:...
T: Family has a special meaning, would you like to know
Ss:...
设计意图：临近结束，大家都有点累，舒缓的背景音乐，唯美的背景让人轻松愉快，family 的特殊含义让我们更加珍爱家人，懂得感恩。Father 丰富多彩的用法向我们展示了语言的文化性和其自身的魅力。
七、板书设计
Unit 2 This is my sister.
( Section A 1a-2c)
Target sentences
--- This/That is …
---These/Those are…
---Who is he/she？
---He/She is…
---Who are these/those
---They are ...
Key words
family mother father sister brother...