人教版七年级上册Unit 2 This is my sister.Section A （1a-2c）教案

Unit 2 This is my sister.
Section A 1a-2c 教学设计
内容分析
本课是七年级上册第二单元的教学内容，是一节听说课。话题项目是家庭、朋友与周围的人，该话题是初中教材中第一次涉及，与学生的日常生活紧密联系，所以学生有话可说，学习兴趣浓厚。本单元以介绍家庭成员为话题，以简单介绍任务关系为功能；以话题的5个对话和一个小语篇微载体，通过介绍照片中的人物，帮助学生学会This/ That is ...,These/those are ... 以及询问人物的特殊疑问句。并在此基础上以听力的形式拓展巩固单元重点句型，对单元中的句型做进一步的语言输入，呈现了介绍任务和辨别人物的语言结构。本单元生词较多，开始涉及名词的复数形式，对学生来说有一定的难度。整个单元都是围绕照片来谈论介绍任务的。由最初的单一的家人称谓到连贯的句子、对话到篇章，充分体现了教材内容的渐进性和层次性，在教师的指导下学生能够不断地重复掌握本单元的生词和新句型，从而达到熟练运用所学内容介绍家庭成员的目的。本课是本单元的第一课时，在整个单元中起着话题导入的作用，因此课堂任务应侧重培养学生的语言实践能力。
学情分析
从教材编排上本单元是在第一单元中学习认识朋友之后，接着学习用英语认知人。而与学生最熟悉的人是家人，由了解同学们的名字很自然过度到了解家庭成员的名字，以及对家庭成员的称呼，对学生来说比较容易接受。
整体设计
【教学目标】
学生能掌握本课重点词汇，即对家庭成员的称呼的词汇：
Sister, mother, father, parent, they, this, that, these, those等，并引导的特殊疑问句Who is that 以及答语介绍家庭成员，掌握与介绍任务和辨别人物相关的核心句型和重点词汇。
学生能够基本听懂含有本课重点词汇和目标语言的听力材料。
能运用所学词汇及句型介绍自己的家庭成员。
【教学重难点】
重点：掌握家庭成员的表达即表示任务称谓的名词的读音与拼写。学会指示代词、人称代词、一般疑问句并作简单回答。学会介绍自己的家人和朋友，并根据相关信息辨别人物。
难点：名词复数的正确使用。
【课时安排】 1 课时
【课前准备】课本、录音机、视频材料、多媒体课件、一家全家福照片。
【教学方法】任务型教学法、情景教学法、自主学习和合作学习相结合。
教学设计
教学过程设计
【新科导入】
Step 1: Lead-in
Warm-up and revision
Daily greetings to students.
Teacher : Hello. What’s your name
Student 1: My name is ...
Teacher : Is he Eric
Student 2: Yes, he is.
Teacher : Is she Cindy
Student 2: No, she isn’t. She’s Helen.
Teacher : What’s his name
Student 2: His name is Bob
Teacher : This is ... ( Point at the pictures of figures have learned and let students
speak them out.
Students : Alice. This is Alice.
Teacher : They are ...
Students : Mike and Tom. They are Mike and Tom.
Teacher : That is ...
Students : Frank. That is Frank
Teacher : They are ...
Students : Cindy and Dale . They are Cindy and Dale.
(设计意图：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。通过复习已知的人物，引出介绍人物的句型。）
【新知呈现】
Step 2: Presentation
Teacher : What’s this in English
Students : ( Help students to say ) It’s a picture/photo.
Teacher : Yes, this is a picture of a family. Can you see this woman This is my mother.( Write the new word “mother “ on the blackboard. ) She is my mother. Can you see this man This is my father. ( Write the new word “father “ on the blackboard.) He is my father. These are my parents. (Write the new word “these, parents “ on the blackboard.) They are my parents.
...
Explain : 名词可分为可数名词和不可数名词两类。可数名词有单复数之分，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。）
（设计意图：利用上一步复习的句型，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。在此环节的最后，说明可数名词单数变复数的基本用法，为后面进一步的学习埋下伏笔。）
Teacher : Now ,please open your books and turn to page 7. Look at 1a. You can see a picture of David’s family and some words we learned just now. Please match the words with the people in the picture.
Check the answers
Ask some students to read aloud the words.
( 设计意图：说到match的时候用身势语示范什么是match。学生完成任务后在抽学生朗读，主要是检查他们是否掌握了这些词汇的读音。）
【新知学习】
Step 3: Listen to 1b.
Play the recording for the first time.Students circle the words they hear. Check the answers.
Play the recording for the second time. Ask students to pay attention to David’s introductions of the family.
Listen again and read after it. Remind students to pay attention to the pronunciations and abbreviations.
( 设计意图：通过听的方式输入本课功能句型，学习句型，达成知识目标。跟读录音，模仿语音语调，使学生说纯正的英语）。
观察与思考 1
听力1b中用来指认人物的指示代词有______ , _______ , ________.
听力1b中有一句特殊疑问句是 ____________________ .
1b中哪些be动词的缩写形式： ________ , _________ , _________.
Step 4: Pair work ( Work on 1c )
Practice the conversation in 1c in pairs
Role-play the conversation 。 Take turns to introduce David;s family members.
( 设计意图：引导学生运用合作学习法进行初步的语言实践，引导学生在语境中感知模仿语言，培养学生运用语言进行交际的能力。）
Step 5: Competition
Ask students to introduce their family members within three minutes and draw their family pictures. The more, the better. They can use the following target language.
___ This is my mother .
___ That is my father .
___ Who is she
___ She is my grandmother, the teacher moves around the classroom checking pronunciation and offering help.
( 设计意图：这是一个巩固性的竞赛活动，要求学生能运用目标语进行真实的交际，使学生养成良好的运用英语的习惯。在英语学习的初始阶段，一定要鼓励与帮助学生。这将是今后英语学习活动顺利展开的重要保证。）
Step 6: Work on 2a and 2b
Before listening
Teacher : Here are two girls. They are talking about the family members. Please listen to the recording of 2a in Section A and circle the family members you hear.
First let’s read the words in the box together.
2.Let students try reading the names in 2b and offer help if need
( 设计意图：在进行听力教学时，教师应为学生建立基础框架，渗透听力技巧。增加听前的活动可以使学生熟悉话题，进行热身，激活背景知识，明确任务要求，扫除听力障碍，使听力活动做到有的放矢。）
While listening
Then play the recording of 2a twice and finish 2a
Check the answers.
Listen for the third time and finish 2b,
Teacher : Now let’s look at the photo of this family/。 We know this is Jenny’s family members.
( 设计意图：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，检查学生能否根据所听到的内容辨认图中的人物。）
Listen carefully and fill in the blanks.
Li Lan : Cindy, _____ ______ your family photo
Cindy : Yes, it is. Li Lan.
Li Lan : _______ _______ your parents
Cindy : Yes, they are. ______ _______ my mother, Jenny, and ______ _______ my father, Tom.
Li Lan : Oh, who’s she
Cindy : She’s my sister, Mary.
Li Lan : Who’re they
Cindy : They ‘re my grandparents, Linda and Bob.
Li Lan : And who’s he
Cindy : He’s my brother, Jack.
观察与思考 2
空格处所填写均为_____ 词，是用来______的词。要注意相应的代词与相应的be动词的搭配使用。
Step 7： Pair work ( Work on 2c )
Point at the picture and practice with students.
Teacher : Please look at the picture again. Who’s she
Students : She ‘s Cindy
Teacher : Who’s he
Students : He ‘s my father.
Practice talking about the photo in 2b in pairs.
Teacher : You come to this home .You see a picture on the wall.There are many people in the picture . You want to know who they are. Use “___Who’s she/ he ___ She ‘s/ He’s ... “ to find them, please. When you finish, roles to do it.
Student 1: Who’s she Student 2: She’s Jenny.
Student 1: Who’s he Student 2: He’s John.
（ 设计意图：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训练，可以使他们更加容易并熟练掌握本课时的内容。）
Group work
Draw a family tree and introduce the family members according to the family tree.
E.g. This is my family. My grandfather’s name is Henry Green. My grandmother’s name is Helen green. My father’s name is David Green. My mother’s name is Jane Green. David and Jane are my parents. I have a sister. Her name is Amy Green. My name is Jim Green. I am twelve.My sister is eight.
(设计意图：使自主学习和合作学习相结合，注重任务设置层层递进，由简到繁，逐步突破难点。最后学以致用，把本课学习的中的内容全部融入到任务中，使学生在完成任务的同时全面复习巩固本课重点知识。）
板书设计
Unit 2 This is my sister
Section A 1a-2c
This is my sister. That is my father
These are my sisters. Those are my brothers.
____ Who’s she _____ She ‘s my grandmother
教学反思
本课的设计体现了任务型教学的特点，同时整个任务链的设计都是以学生的兴趣为主，由易到难，逐层递进，逐步完成各个任务。当然本课也存在需要继续探索的问题：课堂导入环节太长而且不能很好地导题和激趣。