中小学教育资源及组卷应用平台
2023-2024学年人教版七年级英语教学设计
Topic Unit 2 This is my sister.Period II Section A(Grammar Focus~3c)
Analysis of the Teaching Material 本课是一节语法课。首先通过表格呈现了“介绍人物和辨别人物”相关的核心重点句型This/That is..,These/Those are.Who’s she/He Who’re they 及回答She’s...He’s ...They’re...第二个表格呈现了本单元要求学生掌握的缩略词。3a至3c的活动对以上语法内容进行了巩固。3a的补全对话巩固对本单元目标句型。3b造句的形式拓展巩固单元重点句型,做出简单输出,呈现介绍人物和辨别人物的语言结构。3c通过调查的方式训练巩固了辨别人物句型。本课是本单元的第二课时,通过带领学生进行探究性语法学习,巩固了第一课时的知识,也为下一节课的学习做好了铺垫,在整个单元中起着承上启下的作用。
Analysis of the Students
在第一课时学习的基础上,学生通过听说训练初步掌握了“介绍人物和辨别人物”的核心句型并在语境中初步理解了语法所表达的意义。但是学生大部分刚开始系统学习英语,语言基础薄弱,同时缺少语法概念。由于语法结构应该服务于单元话题的表达,语法的学习目的是为了语言运用,所以语法教学应该结合语境,避免孤立地进行语法讲解;同时应该重视学生对语法学习过程的参与。教师在课堂设计时应发挥其主体作用,设计有趣的课堂任务引导学生进行自主学习和合作学习。
Analysis of Teaching Objectives Language ability 通过情境体验,能够复习运用目标语言This/That is.., These/Those are...Who’s she/He Who’re they 及回答She’s... He’s ...They’re...介绍人物和辨别人物,提升口语交际能力。
2、通过观察图片回答问题和填空练习,能够理解指示代词、人称代词在真实情境
介绍人物关系的用法,能够理解Who引导的特殊疑问句询问第三方身份的用法。
Learningability
1.能熟练运用询问和介绍家庭成员的句型。2.通过语法填空和观察句型,能够对语法规律进行总结,提高理解能力和归纳总结能力。
Thinking quality 1.通过课堂活动的体验,能创造性地表达自我,提高跨文化交际意识,提升对家庭的归属感。
2.综合运用所学的知识与他人就成员的话题进行交际。
Cultural awareness 1.通过对这部分的学习使学生对自己的家庭成员有更清晰的印象,并学着与家庭成员和睦相处相亲相爱。2.通过家庭成员介绍用语的学习,能够了解中外家庭成员表达方式的区别,体验不
同的文化带来的魅力。
Teaching Points 教学重点:1. 总结介绍自己的家庭成员所用的句型。2. 总结询问及回答家庭成员所用的句型。3.综合运用所学的知识与他人就成员的话题进行交际。 教学难点:1.总结掌握介绍家庭成员的句型结构;掌握询问及回答某人的身份所用的句型。2. 综合运用所学的知识进行交际的能力。
教学过程 Teacher’s Activities Students’ Activities Intention
Step 1Lead-in Play a Bingo game.Have Students write down nine words from Page 7 in the boxes.Then read the words in random order.Have Students check the words they hear.If three words in a line are checked,they are the winners.T:Please draw a chart like this.Write down nine words from Page 7.You can write down one word in each box as you like.Now I'll read out nine words and you check what you hear.If you check three words that are in one line,you can say “Bingo!” and put up your hands.If you are the first to say “Bingo”,you are the winner. 弄清游戏要求,参与游戏。 通过游戏的方式导入,既增加了课堂的趣味性,也巩固了所学的知识。
Step 2Work on Grammar Focus 1.T:Look at the sentences in Grammar Focus.Try to read them aloud.2.Write down the sentence patterns on the blackboard.This is... That's...These are... Those are...Who's she She's...Who's he He's...Who're they They're... T:“That's” is the short form of “That is”.“Who're” is the short form of “Who are”.“Who's” is the short form of “Who is”.“They're” is the short form of “They are”.3.T:Suppose you are Sally.Look at the picture in 2d again and introduce the family members to me first.S:This is my sister Kate.That's my brother Paul.Those are my parents.That's my mother and that's my father.T:(Point at the persons in the picture and ask)Who's he/she S:He/She is my... T:Who are they S:They are my parents. 朗读书本Grammar Focus,并总句型。This is... That's...These are... Those are...Who's she She's...Who's he He's...Who're they They're... 通本环节是对本单元所学词汇和句型的小结,之后让学生又回到2d的图片进行谈论,是让他们更好地巩固所学词汇和句型。
Step 3Practice Work on 3a1.T:Please look at the conversation in 3a.You can complete it by yourself.2.Ask two students to read aloud the conversation and check the answers.T:Now practice the conversation with your partner.3.Ask some pairs to act out the conversation for the class.Work on 3b1.T:Look at the picture in 3b.You can make sentences with the words in the three boxes.2.Ask some students to present their sentences.This is... That is... These are... Those are... 完成课堂练习3a,3b. 本环节主要是帮助学生学会能够根据上下文来填空,同时检查学生是否掌握所学句型。对目标语言进行口头训练,培养学生的语言交际能力。
Step 4Group work Step 5 Work on 3cAsk students to bring some family photos to class.Take turns to ask and answer questions about the photos. 完成书本3c部分的活动. 小组活动可以调动学生的热情,并且让学生相互交流,练习口语表达。
Step 5Language Points Explanation T explains knowledge points.1.老师总结已学过介绍自己家庭成员的两类句型。第一类为介绍单个的家庭成员时,较近处的用This is...; 较远处的用That is...第二类为介绍多个家庭成员时,较近处的用These are...; 较远处的用Those are...2. 询问某人的家庭成员时,可用两类句型。第一类为特殊疑问句,Who's she/he 应做直接回答:She's/He's...或Who are they 回答用They're ... 第二类为一般疑问句,单个人物用:Is this/that... Yes, she/he is.或No, she/he isn't. 多个人物用:Are these/those... Yes, they are. 或No, they aren't. 将知识点做好笔记。 将本课重点汇总系统的进行讲解和分析,结合典例,帮助学生形成语言体系。
Step6Exercises 学生阅读并完成下列句子。① 这是我的朋友简。_____ ______ my friend Jane. ② 那是我的爷爷。_____ my grandfather. ③ 这是我的兄弟们。 _____ ____ my brothers.④ 那是我的父母亲。_____ _____ my parents.⑤ 她是谁?______ she ⑥ 她是我的妹妹。She’s my _________. ⑦ 他是谁?_______ he ⑧ 他是我的弟弟。_______ my brother. ⑨ 他们是谁?Who _________ they ⑩ 他们是我的祖父母。________ my grandparents. 完成课堂练习。 让学生在课上练习消化知识点,及时操练重点知识点和目标语言,让教师把握学情。
Step 7Summary Summarize the key content in this lesson. 跟随老师一起进行内容总结。 强化巩固本课所学内容。
Step 8 Homework 1.Recite Grammar Focus.2.用下列句型介绍一张你的家庭照片。This is... That's... These are... Those are... 将家庭作业做好记录。 检查学习效果,加深对知识的理解和记忆。
Blackboard Design Unit 2 This is my sister.Period II Section A(Grammar Focus~3c)
This is... That's...These are... Those are...Who's she She's...Who's he He's...Who're they They're...
Teaching Reflection: 本节课作为一节语法课,教师没有单纯讲解枯燥的语法规律,而是围绕本单元话题创设情景,引导学生感知语法现象,发现语法结构特征,尝试总结语法规律,经过不同层次的训练,最后让学生在新语境中运用语法项目。本节课堂任务侧重培养了学生的语言实践能力,避免了死记硬背。通过表格的形式给学生梳理了本单元的重点语法项目,能够注重自主学习和合作学习相结合,充分发挥学生的学习能动性。
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