新目标初中英语七年级上册Unit 3《This is my sister》教案

新目标初中英语七年级上册Unit 3This is my sister教案 Plan for the whole unitTeaching objectives学完本单元后，学生应能：1、学会认知家庭成员，了解家庭关系。（掌握14个家庭亲属称谓的单词读音及拼写）2、学会介绍人，识别人。（This is . That is.）3、通过认知家庭成员及关系学会使用指示代词复数these , those 的用法。包括一般疑问句和否定句式。(These are. Those are. Are these/those?Yes./No)4、能写一封书信。(Dear )5、能比较熟练的使用目标语言写一份介绍家庭成员或他人的短文。Period arrangement PeriodContents & pages or sourcesTOSATextbookExercises(Source)Supplementary(Source)SectionPage1A 1a, 1b, 1c,2a,2b13,14P.101, 2, 352 2c,2d,3a,3b,3c,414,15Ps. 10,11人教版长沙市教科院组编 课程基础训练七年级上册1,2,353B 1,2a,2b,2c16P. 111,2,354 3a,3b,4a,4b17P123,4,545Self Check18Ps. 12-14 学习自检，学习拓展1-65TotalAll651-696 Very confident Quite confident Confident Slightly confident Not confident(单元教学效果采用百分制表示，公式为100实际课时数5各课时自评等级分之和。)Feedback本单元教学自评96分，表明教学目标达成度较高。整个单元教学回归教材，紧紧围绕“介绍他人，确认人物”这一主题，由浅入深、由简单到复杂，从学习称谓到最终以书信交流展开，教学活动形式多样，教学步骤步步递进、环环相扣，形成合力，从听、说、读、写诸方面培养学生这一话题的表达能力。由于教学内容紧扣学生实际，学生积极投入各项学习活动，勇于表达自己的真情实感。同时，在介绍他人，特别是在谈论亲人的过程中，体会到了家庭的亲切，朋友的热情，从而树立了对生活的热爱、增进家庭的和睦，对亲人的依恋和关心，积极向上的人生观。为了减轻学生课余学业负担，提高教学效率，教材所涉及的所有练习，包括增加的多个写作练习都安排在课堂完成。就其成功原因主要在于，课前我认真研读了教材，尽可能吸取了与教材配套的教师教学用书提供的中英文教学建议，并结合学生的实际，从单元整体备课，细化单元及课时教学目的，合理安排课时教学内容，并在尽可能多的预设教学活动的前提下，关注课堂生成，随时根据学情调整教学活动，因而教学收到了事半功倍的效果。但课后在不增加学生过重课业负担的前提下，如何指导学生复习、对七年级新生如何牢固记忆单词，语速加快，语调纯正，理解简单的阅读文章等方面还有待研究。毕竟刚刚开始，我还是很有信心让这些兴趣盎然的新生一步一个脚印掌握生活英语。14 Plan for every periodPeriod 1 Section A 1a,1b,1c，2a,2b Teaching aims学完本课后，学生应能：1. 1 熟记本页9个新单词并灵活运用：sister n. 姐；妹parent n. 父或母brother n. 兄；弟grandmother n. 祖母；外祖母grandfather n. 祖父；外祖父grandparent n. 祖父/ 母；外祖父/母these pron . & adj.这些those pron . & adj.那些friend n.朋友2. 用指示代词介绍“用指人或物”的句子结构的单数形式、一般疑问句形式及其问答。3. “用指示代词介绍人或物”的句子结构的复数形式、一般疑问句形式及其问答Teaching aidsCAITeaching proceduresChart视频引入谈论家庭成员听录音圈人物结对活动听录音圈单词将名字与人物匹配巩固与拓展布置作业听录音谈论体育明星看图说话听录音填空两人对话巩固与拓展Step 1 Leading-in (5) 1. Warmin-up and revision (1) Daily greetings to the students T: Hello, what is you name?S: My name is .T: Nice to meet you!S: Nice to meet you, too!(2) Revision (复习)T: Whats this in English?2S: This is / It is a pencil.T: How do you spell “pencil”? S: P-E-N-C-I-L, pencil.T: Thank you.T: Whats this /that in English?S: This/That is a pen / book / eraser / ruler / dictionary / backpack /Baseball / watch / key / computer game / notebook / ringT: How do you spell -?S: -Step 2 Presentation(10)1.Presentation : T: Whats this in English?S: Its a picture /photo.3T: Yes, this is a picture of my family.T: Can you see the woman? This is my mother4. Read after me, mother.S: Mother.T: Do you know which one is my father? This is my father4. Do you think he is old? Please read after me, father.S: Father.T: If we want to call our father and mother together, we can call them parents.T: Father is my parent,5 Mother is my parent, too. They are my parents. T: Now look at these two old people. They are my Grandparents. One is my grandfather, the other one is my grandmother. They are old but they are healthy. T: I have a brother and a sister. And I have an uncle and an aunt. They are my fathers brother and sister. Look, they are here. 2.Work on 1a: T: Now, please open you books, and turn to page 13. look at part 1a. You can see a picture of Daves family and some words we have learned just now. Please match the words with the people in the picture.7 Check the answer.3.Drill ：T: Now, you are Dave. Please cover the answer of 1a by using a piece of paper then listen to me carefully. I will give you a letter, and you must tell me this letter means which member in your family. For example, I say “c”. You should say “This is my mother”.Understand?T: OK, lets begin. The first one is -, your letter is “d”.S: These are my grandparents.T: Good job. Next one -S: -match。1bStep 3 Listening practice (10)The next task is very easy for you. I will play the tape.Please listen carefully, and circle the people the boy talksabout in the picture9.T: Do you get the answer? Who does the boy talk about?S: His brothers and sister.T: Good!录音原文This is my family.Those are my two brothers .And thats my sister.1cStep 4 Pair-work (4)T: I think everyone has known Daves family. Two students a group, please introduce Daves family10 to each other. Please use “ This is his-.” “These are his-.”S1: This is his father.S2: These are his parents.S: -Step 5 Work on 2b (10)T: Today, I would like to introduce an American festivalto you, it is called “Family Day” . Now look at the picture in 2b. These are Daves family members.Can you tell me who they are?Listen! T: Can you give me your answer? S: -T: OK, now we know Dave, Lin Hai, Mary and Jim But T: Look at this woman. Is this Daves mother? S: Yes, she is / No, she isnt. T:Are those Daves grandparents? S: Yes, they are. / No, they arent. -Step 6 Work on 2c T: Two students a group. Ask and answer by using your own pictures Please use these sentences:“Is this your uncle?”“Are those your parents?” S1: Hi, XXX. Is this your grandfather?。 S2: Yes, he is. S1: Are those your parents? S2: No, they are my uncle and aunt.Step6 homework(1)1.Copy the new words ,and recite them.2.Recite P85Unit3 SectionA 2a 2b3 Preview Section A 3a4on P.15.“Feedback 个人认为本堂课教学目标达成，学生学习积极主动，热情投入，课堂氛围非常热烈。就其成功原因主要在我找到我的很多家庭照片贴近生活地介绍亲人，操练灵活，反复运用一般疑问句及其单复数形式。这课堂紧紧围绕教学目标 “介绍他人”的用法，创设情境并结合学生的实际，由浅入深展开多种形式的教学活动，学以致用，收效很好。 但在语速加快方面还有待加强。Period2 SectionA 2d,3a,3b,3c, Teaching aims1. 学会说家庭成员的称谓2继续学习含有be的动词的基本句。3. 学会向别人询问、介绍家庭成员4要求学会以下句式：(1) Thats (2) -Is he/she -Yes, he/she is.(No, he/she isnt.)5.要求掌握以下词汇：she, he6. 要求掌握以下缩写：hes=he is, shes=she is(上述句式、词汇和缩写应在第二课中出现过，在本课中作为重点可渗透到课堂各个活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)C:Documents and SettingsAdministratorLocal SettingsTempLocal SettingsTempRar$DI00.078课件 石峰区 冯昱 Unit 9 When was he born 第二课时 课件.pptTeaching aidsCAI Teaching proceduresChart 自由对话学新句型阅读巩固句型听力练习口头运用句型 写作练习布置作业Step 1 Warming-up (3)(1) Daily greetings to the studentsT: How are you today?1S: I am (fine/great/OK/very good). How about you?T: I am (fine, too/not bad/pretty good/awful/terrible).How is your father / mother / grandfather /grandmother / uncle / aunt / brother / sister? How are your parents / grandparents -?S: He/She isT: Whats your name, please?S: I am (My name is) T: (to the whole class) So thats . 2 Step 2 Leading-in (7)2. Work on 3a T: Now lets look at this picture. There are four people in the picture, and the boy and the girl playing basketball are Anna and Paul. Lets read the words aloud and fill in the blanks with the words from the box. . T: Lets check the answers: -Is she your sister?-Yes, she is.-And is he your brother?-No, he isnt. He is my friend.3. Step 3 Pairwork(10) Work on 3b T: Well done! Now read the dialogue in3a with your partner, then change your roles. Ss read it in different roles.T: Oh look, here are some beautiful photos.Is she Cai Yilin?/Coco? Is he Jack Chen?/Yao Ming?Can you make a dialogue like 3a? Step 4 Warm up.(8) T: I have a friend. His name is Mike. Do you have a friend? S: Yes. T: Whats his/her name?S: His/Her name is Peter.T: Thanks very much.I think he must be a good boy(to another student) Is Peter your friend too?S: No, he isnt.T: Who is your friend?S: Work on 3c T: I want to know more about your friends or family members. (to the whole class)Do you want to know them too?S: Yes.T: Id like a student to write down your mothers, fathers, or friends name on the board. The other students guess who the person is. Whod like to come here? Wei Hua, please. S1: Is your brother? S2: Is your friend? S3: Is your uncle?Step 5 Groupwork (6)Work on 4- group work T: Please take out your family photos. Put them in your group S1: Is she your grandmother? S2: Is he your father? S3: Is she your cousin? (After practicing,ask several pairs to act them.)Step 6 P ractice (7)课程基础训练Unit3课时二Step 7 Homework (1)Oral work:(1) Listen to 3a, read and recite it. (2) Go on making up your dialogue with your group members and polish it. Written work:(1) Copy the sentences in 3a. (2) Write about the pictures on P15 using the sentence structures Period 3 Secton A 1 2a 2b 2c Teaching aims学完本课后，学生应能：1学会说家庭成员的称谓。2. 学会谈论家庭成员3要求熟练运用以下句式：(1) These are(2) This/ That is (3) He/She is4要求掌握以下词汇：son, cousin, daughter, uncle, aunt5家庭成员单复数的运用 (上述句式在前几课中已学过，在本课中要将这些单词和句型渗透到综合性活动中，加深学生对所学知识的印象，使之能被更灵活地运用。)Teaching aidsCAI, students worksheetsTeaching procedures Chart自学教材实践语言听录音结对活动家庭作业Step1 Leading-in (3)a) Daily greetings to the studentsT: Good morning/afternoon. Who is on duty today?S1: I am.T: Is everyone here today?S1: Yes, Everyone is here./No, is not here.T: Thank you/Well done. 1b) Revision（复习）T: Here are some pictures . Guess who he is?2 S1: Is he s father? S2: Is he s brother? S3: Is he s friend?S4: Is he s uncle? 3T: Yes, you are so clever.Step2 Presentation (6)T: Here are some photos. Do you know who he is? S: He is Liu Xing.T: Yes, he is a lovely boy in TV. Who is his father?T: Here are also many people in his family. Lets guess who they are. Are you ready?S1: Is he?T: You are so wonderful. He is Liu Xings grandfather.S2: Is he Xia Yus brother? S3: Is he Xia Xues uncle?S4: Is she Xia Yus aunt? 6T: Thanks. You are so clever (good/wonderful/). Step3 Working on 1 (10) T: Every family has a family tree, can you finish the family tree8Step 4 Working on 2a (15)T: Well done! Now lets play a game. Please look at 2a.Lets see who is the best in your group.PresentationT: Who can say something about Picture 1? S1: There are eight people in the picture.S2:This is Daves grandfather.(S3: I think this is Daves uncle. . 听力原文Dave:This is my aunt,and this is my uncle. Lin Hai:And is this your cousin? Dave: Yes ,and these are her friend.Keys:Picture1Step5 Working on 2c (5) Daves and Lin Hais families and friends. I want to know your family. Now draw a picture of your family and friends. Tell your partner about your picture12. Step6 Homework(1)Oral work:(1.)Listen to 2a, 2c, read and recite it. (2). Draw a family tree about your familyWritten work:(3) Copy the words in 2a. Feedback个人认为本堂课教学目标基本达成。在本课的教学过程中创设真实情景，当学生不能正确说出新单词, 如cousin, grandfather时，鼓励他们换种方式或中文来表达他们想要表达的含义，同时培养他们在语境中理解新单词的能力。新单词呈现后，加入小竞赛等小活动, 看哪位学生第一个反应。活跃了课堂气氛，对新单词的读音和意思也有了更深的印象。笔者以“导学”作为自己的主要任务，借助精心设计的学案来指导、引导和辅导学生高效地掌握所学内容。面对难度较大的教学内容，并通过形式多样的教学活动调动学生的学习积极性和主动性，教学效果良好。本节课的遗憾之处在于，节奏把握稍有欠缺，重点句型的讲解不够细致，影响了学生对后续内容的理解；某些任务之间的衔接稍显粗糙，使得部分学生思维没能及时跟进。要解决上述问题，可以在讲授重点句型时适当放慢语速，讲解过程中多观察学生的反馈情况，落实小组合作。另外，在学生小组活动时，部分学生积极性不高，主动性不强，致使训练效果低下，这是今后要重点解决的问题。Period 4 Section B 3a 3b 4a 4b Teaching aims学完本课后，学生应能：1.学会介绍家庭成员2.要求熟练运用以下句式: This/That is Is/this/thatThese are Yes, she/he is. No, he/she isnt.(以上句式在前几课中已有出现,在本课中要把这些句式运用到照片的介绍中)3要求掌握以下句式: Thanks for4要求掌握以下词汇: thanks for, dear, great, photo, here5要求掌握简单的书信格式 Keys and puzzles :学会简单地写信Teaching proceduresChart 阅读短信利用简笔画画家庭照 看图谈相片 写图片内容 小组活动 写作练习 -家庭作业Step 1 Leading-in ( 7)1. Warming up and revision (1) Daily greetings to the students T: Good morning/afternoon. Glad to meet you. S: Glad to meet you, too. T: How are you today?S: Im fine/OK/very good, thank you .And you?T: I am great. How is your mother/father/grandmother/?S: She/He is fine/OK/very good/great.T: Thanks for your answer.(2) Revision T: Please show me the photo of your family May I have a look at your family photo? Is this/that your father /mother/?S: Yes, she/he is. No, she/he isnt.T: Great! Thanks for your answer.Step 2 Presentation （14）. Do you want to see my family photo? Here is my family photo. This is my husband, Mr. Zhou. This is my son, Jeff .These are my parents.Work on 3a T: This is a letter from Emma to Mary. Lets read the letter together. Draw a picture of Emmas family .Lets see who is winnerStep 3 Working on 3（ 5 ） T: Just now, we drew a picture of Emmas family. Now, here is a photo of Marys family.Let write about them. T: Please read your article to your partners.Key:This is a family photo.This is the father .This is .These are the grandparents.These are.Step4 Working on 4a(5)T: Now please write a letter to Emma to introduce your family photoStep5 Working on 4b(5)Divide all the students into 4 groups. Each group put their photos and letters on the board. Ask other groups to match the letters and the photosStep 6 Consolidation (5)1,picture意为“照片”时与photo同意义。2.Thanks for thephoto of your family. 谢谢你的家庭照片。 photos为photo的复数形式按要求完成句子。1. This is my friend. (变复数形式)_2. That is my brother.(变一般疑问句)_Step 7 Homework (1)1.Read and recite the new words in Unit 3.2.Written work:2Write a letter to your English teacher to introduce your favorite person.(You must put the persons photo on the letter.)Feedback总体感觉这课堂进展得比较自然，顺利，学生始终处在主动参与和积极配合的状态之中，达到了预期的设想，根据课堂时间安排的情况机动运用.给出报告的开头部分,以降低难度.要求学生能熟练运用本单元的句式,同时为完成回家作业打下基础.整体设计由易到难，从简单到复杂，大多数的时间是边应用边总结归纳，或归纳之后马上应用。任务贴近生活且有意义，易于承载语言和提高能力，体现了语言的工具性。但学生在口语表达时很顺利，书面作文时对是动词，名词单复数任然丢三落四。有待更多的运用。Period 5 Section B Selfcheck1,2,3 Teaching Aims学完本课后，学生应能：1.学会介绍家庭成员2.要求熟练运用以下句式: This/That is Is/this/that? These are Yes, she/he is. No, he/she isnt. He/She is .(以上句式在前几课已有出现,在本课中要把这些句式运用各个任务中去,加深学生对所学知识的印象,使之能更灵活地运用到实际生活中.)1. 要求熟练掌握并运用本单元的单词Teaching ProceduresChart朗读单词 默写单词 编对话 练习写作布置作业Step 1 Warming up and revision (5)1热身和.课堂复习部分是为了帮助学生回忆巩固本单元所学的词汇和句式 (1) Daily greetings to the students T: Good morning/afternoon. Glad to meet you. S: Glad to meet you, too. T: How are you today?S: Im fine/OK/very good, thank you .And you?T: I am great. How is your mother/father/grandmother/?S: She/He is fine/OK/very good/great.T: Im glad to hear that. Thanks for your answer.(2) Revision T: Please show me the photo of your family. May I have a look at your family photo? Is this/that your father /mother/? S: Yes, she/he is. No, she/he isnt.T: Great! Thanks for your answer.T: Can you tell me who is /are your father/parents?S: Yes. This is my father/These are my parents.Step 2 Self check (10) (1) Vocabulary1. Show a family tree to the students. Ask them to fill in the blanks with proper words. 2. Spot dictation3. Write new words in your Vocab-Builder.Step3 Make a dialogue (10) 1.T: These are Marys photos of Beijing. Look at the photos and make a dialogue with your partner. (Ask some students to act out their dialogues.)2.Ask students to complete the dialogues.Step4 Just for fun(5) Guessing game (Just for fun) One student (S1)must close his eyes. When S2(the student pretends his family member)is knocking at the door, the other students (Ss) ask: Ss: Who is it? S1: Is it my father? Ss: Yes, it is. You are right. (S2 comes into the classroom ) S2: I am your father, and you are my son. Ss: Who is it? S1: Is it my father? Ss No, it isnt . S1: Is it my ? (Give S1 three chances) Ss: No, it isnt. You are wrong. (S2 comes into the classroom) S2: Im your grandmother. You are my grandson.Step5 Follow- up Activities(10) Role-play A birthday party Actors: Jim (Today is his birthday) Kate(Jims sister) Mr. and Mrs. Green (Jims parents) Lucy and Lily(Jims friends, twins ) Jim invites Lucy and Lily to his family to take part in his birthday party. He introduces them to his family members.Step6 A Song (5)Listen to a song and learn itStep6 Homework(1)1.Review the new words in your Vocab-Bulider.2.Write down the dialogue “A birthday party”.3基础训练Unit3课时五Feedback本人认为这堂课教学目标基本达成,学生比较积极投入学习活动。就其成功原因主要是该任务是一个综合性的活动.检查学生对本单元所有内容及前面所学的知识的掌握情况.通过这个情景剧的表演能很好地培养学生的语言运用能力.通过参加生日晚会这个学生熟悉的活动,不仅能让学生在完成活动的过程中运用所学的知识,而且让他们在真实的语言环境中感受异国的文化风俗,真正体现了任务型教学的真实性,交际性.为了让不同层次的学生都能参与,教师可以给出一些句型,以降低难度.但时间把握不太好，学生参与面不够广。然而，如何有效地开展阅读教学，如何开展小组合作学习，调动大多数学生的积极性，提高课堂教学效益，还有待进一步研究、解决。