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课题： 七年级英语外研版（上）教案冯芝芳Module 4My family Unit 1: How many people are there in your family?教材、学情分析本单元的学习主题是“My family”，主要内容是家庭主要成员的称谓，包括描述大家庭、小家庭的情况，以及提问有几口人、有没有某人的句型。表示称谓的词汇小学阶段学过，教学中注重对其的识记和拼写。注重设置能将学生已有知识综合考察的练习，注重听力及提取信息能力的培养。值得一提的是，班内可能会有单亲家庭，教师在授课时应注意该问题，在不伤害学生自尊心的同时注意培养学生的移情能力。【教学方法】 Bottom-up approach 【教学目标】知识目标、能力目标、情感目标1. 知识目标单词和短语：Many, people, aunt, uncle, grandfather, grandmother, grandparents, father, mother, sister, brother, parents, have got, email, him重点句型：1) How many people are there in your family? -There arein my family.2) “have got” 引导的句式2. 能力目标围绕How many people are there in your family？进行英语口语综合训练，培养学生自主学习、分析问题、解决问题和合作交流的能力。 3. 情感目标本单元学习实际应用性强，在学习中注重学生主观能动性的激发，培养学生学以致用的能力。【教学重点及难点】 1. 单词和短语：Many, people, aunt, uncle, grandfather, grandmother, grandparents, father, mother, sister, brother, parents, have got, email, him2. 重点句型：1) How many people are there in your family? -There arein my family.2) “have got” 引导的句式教学过程：【课前延伸】预习词汇：布置学生预习词汇，能够根据音标读出并了解汉语意思即可。【课上探究】一、新课导入播放有家庭成员的英语歌曲，并鼓励学生随唱http:/v.ku6.com/show/W9q90ZrOQRpeCtWbmn865Q.html?loc=tashangchuan设计意图：简单的儿童歌曲，紧扣本单元学习主题，快速熟悉家庭成员称谓，同时引起学生学习兴趣，快速进入英语学习状态。二、 探究新知词汇学习 展示父母照片并向学生介绍：This is my mother.This is my father. I love my father and mother. And you？写下句子及标题：Father and mother, I love you.FAMILY My family：How many people are there in your family？ 学生说出歌曲中的称谓与预习单词之间的不同，教师解释因为是口语与书面 语的区别，并领读、齐读单词。设计意图：领读、齐读单词，培养学生积累词汇的好习惯，并为下面的听力口语、训练打好基础。有趣的单词构成更能意识到对父母的爱。看图说话： 展示Tony全家福，让学生独立将词语对号入座，并相互检查。 引导学生小组谈论Tony的家庭：Who is she/he？He is Tonys father. 教师巡视并指导。设计意图：本环节遵循逐步深入的原则，由词汇到句子，由易到难，学生更进一步巩固词汇。三、 对话处理听力大比拼 1. 读前听：一听： Listen and choose the best answers.( ) 1) How many people are there in Tonys family? A. three B. four C. five ( ) 2) Whats Tonys sisters name? A. Lingling B. Linda C. Lisa 二听： Listen again and draw Tonys family tree.三听：完成句子。There are four people in Tonys family Tony, his 1 _, his mother and his 2 _. His mother and his father are his 3 _. Tonys also got four 4 _, two uncles and one 5 _. He hasnt got any 6 _. 听后说：小组活动，每组学生分成两部分分别扮演Lingling、Tony口述原文。设计意图：听力设计题目由易到难，有整体到细节，变换方式地引导学生掌握对话信息。2. 读中学：一读：读对话，根据自己的情况找出其他疑难问题，并进行处理： 自学找难点小组求助展示难点组间或教师解决 知识点点拨：（课件展示） How many people are there in your family? 你家里有几口人？ There are fourmy mum and dad, my sister Linda, and me. Have you got any aunts or uncles? 你有阿姨或舅舅吗？ He has gotHe hasnt gotHas he got Yes, he has.No, he hasnt.注意人称：I have gotI havent gotHave you gotYes, I have./No ,I havent.二读：朗读短文，整体把握。3. 读后说: 一说：展示自己的全家福，同桌仿照例句进行对话练习。How many people are there in your family？There are Have you got any sisters/brothers/aunts/uncles.？Yes，I have./No，I havent.二说：展示家有儿女全家福：全班分成六组，引导学生介绍刘星一家：How many people are there in Liuxings family？There are Has he got Yes，he has./NO，he hasnt.小组内活动，教师巡视指导，再组间交流，评出最佳小组。http:/image.baidu.com/i?ct=503316480&z=0&tn=baiduimagedetail&word=%BC%D2%D3%D0%B6%F9%C5%AE%C8%AB%BC%D2%B8%A3%CA%D3%C6%B5&in=10875&cl=2&lm=-1&st=&pn=7&rn=1&di=109449206655&ln=870&fr=&4. 学以致用 人人都是小记者：Make a survey先口头采访，课后整理出采访笔记。How many people are there in your family?familymembernameauntunclegrandfathergrandmothersisterbrotherS1S2S3S4S5设计意图：学生自学为主，教师点拨引导为辅，从听到读再到说，知识层层剖析，有学有用，利于培养学生自行思考、发现问题并解决问题的能力。四、 课堂达标游戏：每组派出两名代表参加比赛，评选出课堂之星和最佳小组。http:/www.flash18.com/flash/html/4804.html设计意图： 寓教于乐，培养学生动手、动脑、动口能力，在学习中体验快乐，在游戏中提升能力； 学生在欢快的歌曲Happy！Happy！Home中结束本节课的学习。http:/www.tingroom.com/flash/1/145959.html 五、 板书How many people are there?How many people are there in your family?There areI have gotI havent gotHave you gotYes, I have./No ,I havent.FAMILYmotherfatherauntuncle SisterbrotherLOVE六、 课后提升1. Draw your family tree.2. 完成调查表。3. 向朋友介绍自己的家庭。七、教学反思本节课是一堂听说课，通过一首儿歌引入主题My family，通过提问学生熟悉的句型“How many people are there in your family?”启动本节课。在输入阶段强调了对词汇和重点句型的练习，在加工阶段强调了对听说能力的练习。在输出阶段强调了学生自由运用能力的训练。不足之处是由于受时间限制，个别环节训练不足，教学资源不能充分利用。
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