Unit2Thisismysister.AGrammarfocus3a—3c[陈少华]市一级优质课教案_最新人教版英语七年级上册_七上英语旧版_人教版初中英语7上(新目标)教案PPT课件优质课视频

教学目标 Ⅰ language aims 语言目标 1. Vocabulary:son, cousin, grandpa, mom, aunt, grandma, dad, uncle, daughter 2. Sentence patterns: This is my friend Jane. That’s my grandfather. These are my brothers. Those are my parents. --- Who’s she? --- She’s my sister. --- Who’s he? --- He’s my brother. --- Who’re they? --- They’re my grandparents. Ⅱ Ablility aims 能力目标 Communicative function: to identify people Language skills: listening, speaking and grammar-concluding skills Ⅲ Moral aims 情感目标 Love our parents. Love our family. 2学情分析 本单元是人教版新目标英语七年级上册第二单元,本单元主要围绕介绍家庭成员这个话题让 学生展开学习,并根据所掌握的相关句型,如:“Who’s she/he? Who’re they?—She’s/He’s … They’re …”, “This/That is …”, “These/Those are…”等,用以介绍他人,辨认人物。学生在小学阶段 已学过一些常用的家庭成员的词汇,并且对this, that, these, those四个指示代词的使用和用 who开头的特殊疑问句来辨认人物有一定的了解,为本单元学生运用这些句型介绍和辨认人 物打下了较好的语言基础。另外,学生通过导学案能进行有效的课前预习及课后强化,这样我 们的教学达到事半功倍的效果。通过本单元的进一步学习,使学生能更加自如地使用目标语 言进行交际活动。 3重点难点 1. Key words and sentence patterns 2. How to accelerate the students’ listening, speaking and grammar-concluding abilities. 4教学过程 4.1 第一学时课前活动：全班朗读导学案中的单词、短语及句子，同时教师在黑 板上画一个简单的家谱图，有横线空位留待上课时再填写。朗读后教师检查学生预习及完成导学案的情况，解决预习中遇到的问题。 （设计意图：帮助学生形成 良好的自主学习习惯。） Step 1 Revision 1. After greeting Ss, walk around the classroom and talk to individuals with “Good morning, ... How are you today (Point to other Ss.) Who’s he／she Who’re they ” … (Repeat the answers.) “Oh, I see. This／That is … These／ Those are …” Then get two or three Ss to imitate to introduce their classmates. After that Ss revise the use of “this, that, these, those” and compare their differences. （设计意图：师生互动，通过对话带出上节课已学过的介绍他人的句子“This／ That is …和These／Those are …”，通过让学生再模仿操练使句子的运 用得到再现，并为下一步的复习巩固做好铺垫。） 2. Show the picture in P9 3b and introduce it’s a picture of Jimmy’s family. Then get a group to stand up to introduce the family members as Jimmy by using “This／These is／are …my ...” according to the circles. (Leading words： Now you’re Jimmy. Please introduce your family.) At the same time write down “my”. Later get another group to introduce with “That／Those is／are …his …” (Leading words： Now you’re not Jimmy. Please introduce his family.) At the same time write down “his”. （设计意图：学生进一步练习巩固介绍他人句 子的同时，也温习了家庭成员的单词，而且从“my”到“his”的转换也让学生 复习Unit 1学过的形容词性物主代词的使用。） 3. (Leading words： OK! Now let’s look at Mary’s family. Please open your exercise－books. Please look at the directions of the arrows and write down Mary’s family members. Who can write in the tree ) Remind Ss to open their exercise－books. Show a family tree and ask Ss to write down the words about family members according to the directions of the arrows. Get two Ss from a group to write on the family tree on the Bb. Then the whole class check their answers and revise the use of “her”. And Ss go over the use of the three words “my, his, her” on the Bb. Later Ss read the sentences together. After that Ss compete to tell the words which have the same meanings with “grandfather—grandpa, grandmother—grandma, father—dad, mother—mom” and tell “brother—son, sister—daughter” as well. T leads to read the new words and emphasize some difficult phonetic symbols. （设计意图：学生由第2步对家庭成员单词说的复习转入写的复习， 同时复习物主代词her的用法。接着通过学生的抢答检验他们对本节课新词的预 习情况，同步学习新词。） Step 2 Tasks Task 1. Grammar learning 1. Talk to Ss “Last Thursday we had a short holiday. What festival is it for ... Yes, it’s the Mid－autumn Festival. It’s an important day for Chinese families. Andwe know families are very important to us too, right So today in Period 2, let’s go on to learn how to introduce family members.” （设计意图：通过阖家团圆的中秋佳节引起学生对家庭 的重视，正好切入本单元的话题，由此引入新课的学习，激发学生的学习兴趣。） 2. Use the family photo on the PPT as an example and introduce it’s Amy’s family. Then ask Ss about her family members with “Who is he／she Who are they ” and write down the questions and answers at the same time. Then Ss use them to talk about their classmates in pairs. After checking, underline “Who is／are, He／She is, They are” in the sentences and lead Ss to find the short forms of them. Ask Ss to stand up and read the sentences in Grammar Focus in groups to discuss where they can use the short forms and where they can’t. They must talk and take notes at the same time. After that get a group leader to write on the Bb and explain. If Ss have no questions, they check their exercises in P9 3a and read the dialogue together. （设计意图：通过师生问答导入本节课的新句和学生的操练，然后引导学生通过 小组合作的形式总结新句中关于缩写的方法和可以缩写及不可以缩写的情况，从 而培养学生的主动探究能力；接着通过小组长的展示和台下学生的质疑，强化了 对学生表达能力的训练和对语言知识的巩固。） Task 2. Listening practice 1. Ask Ss “Suppose your father has a brother. How do you call him ” From Ss’ answer add the other branch to the family tree on the Bb and help Ss learn “uncle— aunt—cousin” in order. Then Ss complete the family tree in P10 1a. （设计意图：以旧引新，让学生熟悉基本的家庭成员名称。） 2. Lead in that Jiang Tao and Tom are talking about a family photo. Ss listen to their dialogue once and finish the exercises in P10 1b and 1c. Then Ss listen again and finish the exercises in Listening Step By Step. Later they check their answers. （设计意图：借助听力训练，重温刚才所学的家庭成 员单词，而听第二遍时加入词语的听写，强化学生对新词的记忆。） Task 3. Extensive practice 1. Let Ss take out their family photos or their drawings of the family to introduce their families to the class with the given sentences on the PPT. （设计意图 从课本延伸到学生的现实生活，促使学生运用所学目标语言去介绍自己的家庭成 员，达到活用语言的目的。） 2. Let Ss do some written exercises in the Training Part of Guidebook. (Leading words： Now we’ve learnt some knowledge about how to introduce people. Let’s check if you master it.) （设计意图：让学生口头和笔头的练 习相结合，使本节课所学的语言知识更加扎实巩固。） 3. Present two questions about a video about how to love our family. Help Ss understand the questions and let them watch the video with the purpose of answering the questions. Then Ss sharetheir feelings and ideas in groups and later the group leaders represent to show out. （设计意图：通过播放一段感人的热爱 家人的公益广告视频，唤起学生对父母给予自己无私的爱的回味，学生之间的交 流能触动他们的心灵，释放他们的情感，是一次很好的感恩教育机会。 ）